本站原创Acknowledgements4-5
摘要5-6
Abstract6-8
Table of Contents8-10
List of Tables and Figures10-11
Chapter One Introduction11-15
1.1 General Description of the Study11
1.2 Significance of the Study11-14
1.3 Overall Structure of the Present Study14-15
Chapter Two Literature Review15-22
2.1 Definition of Psychological status15-16
2.2 Theoretical Basis for the Study16-18
2.2.1 The Function of Affects16-18
2.2.2 The Affective Filter Hypothesis18
2.3 Relevant Researches Abroad18-20
2.4 Previous Studies and Researches at Home20-22
Chapter Three Research Methodology22-33
3.1 Research Design22-24
3.1.1 Research Questions22
3.1.2 Subjects22-23
3.1.3 Instrument23-24
3.2 Data Collection24-25
3.3 Data Analysis25-32
3.3.1 The Condition of the Subjects and the Reclaimed Questionnaires25-28
3.3.2 The Differences of Psychological Status between Boys and Girls28-29
3.3.3 The Relationship between the Psychological Status and the Students' Engpsh Learning Achievements29-32
3.4 Major Findings from the Data Analysis32-33
Chapter Four Discussion33-41
4.1 The Junior Middle School Students' General Psychological Status in Engpsh Learning33-35
4.2 Differences between Girls' and Boys' Psychological Status in Engpsh Learning35-36
4.3 The Correlation between the Students' Psychological Status in Engpsh Learning and Their Engpsh Learning Achievements36-38
4.4 Some Major Affective Factors that Influence the Students' Engpsh Learning Achievements38-41
Chapter Five Conclusion41-51
5.1 Major Findings41
5.2 Pedagogical Imppcations41-49
5.2.1 Build a Harmonious Engpsh Class Atmosphere for the Students42-45
5.2.2 Help the Students Develop Self-confidence45-47
5.2.3 Learn to Treat Different Students with Different Methods47-49
5.3 Limitations and Suggestions for Further Research49-51
References51-54
Appendix Ⅰ54-61
Declaration61