封面
中文摘要
英文摘要
目录
Chapter 1 Introduction
1.1 Research Background
1.2 The Introduction of Graded Teaching
1.3 The Purpose and Significance of this Study
1.4 Framework of this Paper
Chapter 2 Literature Review
2.1 Theoretical Basis Related to Language Learning Anxiety
2.2 The Definition of Anxiety
2.3 Three Perspectives of Anxiety Study
2.4 The Definition of Foreign Language Anxiety
2.5 Three Components of Foreign Language Anxiety
2.6 Researches about the Impact of language Anxiety In and Abroad
2.7 Possible Sources of Language Anxiety
2.8 English Learning Anxiety in Graded Teaching
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.4 Procedures of the Study
Chapter 4 Results and Discussion
4.1 General Tendency of ELA in Graded Teaching
4.2 Distribution of the Three Components in FLCAS
4.3 ELA Differences in Different Levels
4.4 Interviews
4.5 Possible Sources of ELA
4.6 The Reason for AnxietyDegree Vary among Different Levels
Chapter 5 Conclusions and Implications
5.1 Major Findings
5.2 Implications
5.3 Limitations and Suggestions for Future Study
参考文献
发表论文和参加科研情况说明
Acknowledgements
AppendixⅠ
Appendix II
Appendix III
声明