2006年度红河学院教师个人发表论文统计表
曲阜师范大学文学院2009届研究生科研成果统计
李宁 李宁 李宁 刘育林 刘育林 马振国 李灿 李灿 孙兴香 孙兴香 张颖慧 张颖慧 李红岩 王安凤 赵靖君 赵靖君 赵靖君 李英华 李英华 李英华 胡佩玲 杜芹 林龙飞 侯代芬 侯代芬 侯代芬
古代私家藏书的人文启示 浅谈《论语》是修辞手法 《论语》歧解辑录二则 《诗经·采薇》中“雨雪霏霏”新读 先秦侠士简考及其文学史意义 王夫之的“兴观群怨说”的美学阐释 生命之思——读萨特的《恶心》 魏晋士人的生命美学意识 李渔的世俗之趣 李贽“童心说”的美学内涵与文化价值 先秦儒道对理想人格的不同追求 试析孔子柏拉图文艺思想的不同 想象中的个人身份建构 孟子人格美学探微 试论古代文学批评的当代意义 沟通传统与“此在”的对话 钟嵘的“诚实”站在古今文学批评的交汇点上 “个性化阅读”之我见 浅谈“合作学习 这个星期天为什么是首尔的 独立不迁——论屈原的人格魅力 嵇康“薄”孔之辩 孤立与统一-----浅谈俄国形式主义理论的演进 从远古神话看中西悲剧精神之差异 试论萨特的存在主义-----读萨特的《存在主义是一种人道主义》 后现代语境下的中国当代小说研究
论 文 统 计 表 发表刊物 现代语文 现代语文 内蒙古农业大学学报（社科版） 语文学刊 九江学院学报 辽东学院学报 金华职业技术学院学报 内蒙古农业大学学报 襄樊职业技术学院学报 三门峡职业技术学院学报 现代语文 现代语文 语文学刊 学语文 齐齐哈尔大学学报 文学教育 世纪桥 兰州教育学院学报 阅读与写作 襄樊职业技术学院学报 东京文学 安徽文学 当代人 三门峡职业技术学院学报 语文学刊 十堰职业技术学院学报 语文学刊 大庆师范学院学报 牡丹江教育学院学报 十堰职业技术学院学报 江西蓝天学院学报
2009届 毕 业 研 究 生 在 校 期 间 发 表 单位 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 文学院 专业 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 汉语言文字学 姓名 刘相山 孔燕 张广振 赵执锋 管晓燕 丰素贞 冯晴 申百臣 牛和林 张锋 张锋 张锋 魏晓艳 魏晓艳 魏晓艳 毛琳琳 高奎莉 邵娟 邵娟 邵娟 丁小静 丁小静 丁小静 丁小静 单鹏程 单鹏程 任彦 齐燕 刘慧丽 刘慧丽 王菲 论文名称 立足文献检索，方便语言研究 “吴越春秋校注”商补 济南市楼盘通名的语言文化分析 《晏子春秋》的虚字“夫”的研究 香烟专名语言及文化特点分析 “冘”族字探析 鼠年说鼠：汉英动物词“鼠”及其文化内涵 《说苑全译》商榷 香烟名称的语言及文化分析 浅析侯马盟书的假借通假字 话说“红颜” 日照方言舌音端组的读音类型及其成因 浅析“的”字词义演变 发展着的“平台” 探析恶搞对“四个世界”的偏离 换一个角度看“炙手可热” 粉丝自称名语言现象分析 从汉语偐语看中国传统文化中的男女择偶观 错位与时尚的 解读校园流行语 网络流行词“囧”的语言文化探析 休闲装品牌名称的语言特征分析 儒墨以言达意论比较研究 对修辞的道德修养准则的论述之比较 汉语问候型招呼语及其应答策略 从喻人词语看汉民族的审美意识 以“吃”为动作的隐喻类型分析 口语中“然后”正在向书面语扩散 听取“嗨”声一片——谈外来词“嗨”的汉化 “程度副词+名词”结构的认知理据及其修辞价值 从“年”词族看词汇与文化的互动
考研情况统计表
陈凯
中山大学生命科学学院
16
马康康
湖南南华大学医学院
17
林明
天津师范大学生命科学学院
18
毛云锐
浙江大学生命科学学院
19
马妍
浙江大学生命科学学院
20
付亚南
浙江大学生命科学学院
21
彭琳
浙江大学医学院神经生物学
22
臧艳艳
浙江大学生命科学学院
23
凌小倩
东南大学生物科学与医学工程专业
24
王睿瑞
上海交通大学生命科学技术学院生物学专业
80
张玉梅
中南林业科技大学
81
李子超
暨南大学
82
董然然
西南大学
83
冯佩
浙江师范大学
84
冯云
南京工业大学
85
高思国
南京农业大学
86
韩利
中国海洋大学
87
惠珊珊
湖南师范大学
88
李凤娟
大连理工大学
89
刘会
浙江师范大学
90
刘瑞娟
兰州大学
91
刘雪梅
宁波大学
92
马琳琳
厦门大学
93
马楠
中南大学
94
商冰雪
苏州大学
95
5
王凯
浙江大学化学工程与生物工程系
6
赵甜甜
徐州师范大学体育科学学院运动人体科学
7
王丽华
华东理工大学生物工程学院
8
许双姐
东华大学
9
张昌丽
中山大学生命科学学院
10
李琴
华东师范大学生命科学学院
11
吉林大学2014年优秀博士学位论文名单
吉2009631018张文陈剑平地质工程2009641018刘宝林董德明环境科学2009551004蒋川东林君测试计量技术及仪器2010711011魏成国李凡病原生物学2010711022常文光陈立药理学2009731057纪柏王广义外科学2007731006王晓祺谭岩免疫学2009751017高忠文朱庆三外科学2009731060李伟所剑外科学2009731015季慧范迟宝荣内科学2010721012李阳孙志伟卫生毒理学2010771007于扬魏景艳生物化学与分子生物学2010851035李心慰王哲临床兽医学2009851003张岩陈启军人兽共患疫病学2011111051庄忠正孙正聿马克思主义哲学2011111007葛宇宁贺来马克思主义哲学2011111019刘婧娇宋宝安社会保障2010121079孙红梅赵永春专门史2008121022洪猛杨建华考古与博物馆学2011121019何爽王桂妹中国现当代文学2011121051谭生力李守奎汉语言文字学2010911011王子晖张广翔世界史2011921007李洪财林沄历史文献学2010131004邵艳萍宿久高日语语言文学2011211016刘璐丁一兵世界经济2011911034孙猛于潇人口、资源与环境经济学2011211030赵雪李晓世界经济2008211037付宇宋冬林政治经济学2011221059姚远杜宴林法学理论2010221012李晓倩蔡立东民商法学2011221067张田田霍存福法律史2011221073周隆基任喜荣宪法与行政法2011221038谭堃李洁刑法学2011221005邓冰宁马新彦民商法学2011231034张 平张贤明政治学理论2011231031张海柱张亲培王庆华公共治理与公共政策2011231011金 新黄凤志国际关系2009231034邱玉慧王彩波政治学理论2011251030王妍陈守东数量经济学2011251041于羽于维生数量经济学2010251009印重刘金全数量经济学2011251023苏鹏孙巍数量经济学2011311019聂元元王春朋基础数学2010311006孟秋袁洪君基础数学2011311014李振邦刘长春基础数学吉林大学2014年优4年优秀博士学位论文名单。
学生综合素质测评
学生综合素质测评红河学院工学院学生综合素质测评办法第一章总则第一条为全面贯彻党的教育方针，进一步推进素质教育，实现我校人才培养目标，对学生的综合素质进行全面、科学的评价，根据《中国普通高等学校德育大纲》、《普通高等学校学生管理规定》和《红河学院学生综合素质测评办法（试行）》等文件的有关精神，特制定本办法。
第二条学生综合素质测评是对学生的思想道德、科学文化、身心健康、实践与创新等素质进行全面量化考评，即综合素质测评成绩=思想道德素质分(占20%)+科学文化素质分(占50%)+身心健康素质分(占10%)+实践能力与创新素质分(占20%)，总成绩保留小数点后两位小数。
第三条综合素质测评成绩是学生参与奖助学金、三好学生、优秀学生干部、优秀毕业生等评选的重要依据。
第四条本办法适用于我校普通全日制本专科学生。
第二章组织领导和测评程序第五条学生综合素质测评工作由学生工作部（处）统一领导，各二级学院负责组织实施。
各二级学院成立院级综合测评领导小组，由党政领导、辅导员、团委书记、教学秘书、教师代表和学生代表等组成，负责布置、督促、检查本院学生测评工作；各班成立由班委和学生代表组成的综合测评小组，具体负责本班的测评工作，班主任应组织并全程参与测评。
第六条为客观公正地做好综合素质测评工作，各学院应按班建立学生平时表现档案，作为综合测评的依据材料。
第七条测评工作程序1、学生自评：学生对照测评办法和测评细则进行自评，将自评成绩、加减分依据、奖状、证明等复印件材料交班级测评小组。
2、班级鉴定：班级测评小组根据学生上报材料进行审核、复评。
3、公示：复评结束后，在班级内部进行公示，如有异议，班主任组织班级测评小组进行复审，无异议则提交二级学院测评领导小组。
4、二级学院审核：二级学院测评领导小组对班级测评结果进行审核，无异议后将测评结果提交学生工作部（处）。
第八条学生综合素质测评在每学年秋季学期开学后第四周开始，第七周完成，第八周将测评结果以二级学院为单位送交学生工作部（处）。
专业类别码_23665
51
40
口腔修复工艺学(09年新增)
待定
390
41
物流管理
物流管理
《物流管理学》霍红 中国物资出版社2004年12月
2826
42
中西医临床医学(09年新增)
待定
346
合计
76566
普招处
2009年3月5日
491
13
机械设计制造及其自动化
高等数学＋机械设计基础
《高等数学》 侯风波 高等教育出版社、《新编高等数学》 刘严 丁平 大连理工大学出版社、《机械设计基础》 朱东华 机械工业出版社、《机械设计基础（第3版）》 高等教育出版社
3403
14
交通运输、车辆工程
高等数学＋汽车构造
3．《汽车发动机构造与维修》 陈文华 人民交通出版社、《汽车底盘构造与维修》 周林福 人民交通出版社、《高等数学》 侯风波 高等教育出版社、《新编高等数学》 刘严 丁平 大连理工大学出版社
高等数学
《高等数学》 侯风波 高等教育出版社、《新编高等数学》 刘严 丁平 大连理工大学出版社
3116
22
数学与应用数学、信息与计算科学
高等数学＋数学分析
《高等数学》 侯风波 高等教育出版社、《新编高等数学》 刘严 丁平 大连理工大学出版社、《数学分析》 刘玉莲 高等教育出版社
517
23
水利水电工程
636
08
动物科学、动物医学
高等数学＋动物生理
《家畜生理》 范作良 中国农业出版、《畜禽解剖与生理》 陈忠辉 黑龙江人民出版社、《高等数学》 侯风波 高等教育出版社、《新编高等数学》 刘严 丁平 大连理工大学出版社
1806
09
俄语
英语写作焦虑
红河学院本科毕业论文（设计）附件12014年度本科生毕业论文（设计）英语写作焦虑在英语专业学生的调查院－系：外国语学院专业：英语年级：2010级学生姓名：殷茂玉(组长)学号：201006050138导师及职称：钟宝霞（讲师）2014年5月2014Annual Graduation Thesis (Project) of the College UndergraduateAn Investigation of English WritingAnxiety Among English MajorsDepartment:College of Foreign LanguagesMajor:EnglishGrade:2010Student Name:Yin mao yuStudent No.:201006050138Tutor:Lecturer Zhong Bao XiaFinished by May, 2014毕业论文（设计）原创性声明本人所呈交的毕业论文（设计）是我在导师的指导下进行的研究工作及取得的研究成果。
据我所知，除文中已经注明引用的内容外，本论文（设计）不包含其他个人已经发表或撰写过的研究成果。
对本论文（设计）的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示谢意。
作者签名：日期：毕业论文（设计）授权使用说明本论文（设计）作者完全了解红河学院有关保留、使用毕业论文（设计）的规定，学校有权保留论文（设计）并向相关部门送交论文（设计）的电子版和纸质版。
有权将论文（设计）用于非赢利目的的少量复制并允许论文（设计）进入学校图书馆被查阅。
学校可以公布论文（设计）的全部或部分内容。
保密的论文（设计）在解密后适用本规定。
作者签名：指导教师签名：日期：日期：ABSTRACTWith Daly, Horwitz and Y-S-Cheng’s theoretical model of second language writing anxiety as research framework, this thesis surveyed English majors’English writing anxiety. Findings of the present study show that all of the English major students experience English writing anxiety. There is no significant difference in English anxiety among students from three different grades. There is significant difference in English writing anxiety between the students who hold positive attitudes towards English writing and those who hold negative attitudes towards English writing and there is significant difference in English writing anxiety among students who rated their English writing good, average and bad. Results from the qualitative study show the reasons why there is little difference in English writing anxiety among students from three different grades. What’s more, it is shown that the poor writing skills, cognitive anxiety, test anxiety and erroneous beliefs toward English writing are the main sources of English writing anxiety.Key words:English writing anxiety; English major students; gradeTABLE OF CONTENTS1. INTRUDUCTION1.1 The Background Information of This Study1.2 The Purpose and Significance of This Study2. LITERITURE REVIEW2.1 Definition of Writing Anxiety2.2 Empirical Studies of Writing Anxiety Home and Abroad3. RESEARCH DESIGN3.1 Research Questions3.2 Subjects3.3 Research Instruments3.3.1 The background information3.3.2 Questionnaire (SLWAI)3.3.3 Interview3.4 Data Collection and Analysis3.4.1 Questionnaire3.4.2 Interview4. RESULT AND DISCUSSION4.1 Results from The SLWAI4.2 Results from The Interview4.3 Discussion4.3.1 English writing anxiety experienced by English majors4.3.2 Difference in English writing anxiety among different grades4.4 Sources of English Writing Anxiety Among Different Grades4.4.1 Test anxiety4.4.2 Poor writing skill4.4.3 Being afraid of negative evaluation (Cognitive Anxiety)5. CONCLUIONS1.INTRUDUCTIONMany studies have shown that affect-related factors, including anxiety, attitude and motivations have great impact on foreign language learning. Among these factors, anxiety, which can also be called apprehension or fear, has drawn great attention of researchers since the 1970s. Second language researchers and theorists have been aware that anxiety often appears during the process of language learning, especially foreign language learning, and consequently affects the learning achievements. According to Horwitz and her colleagues (1986), foreign language anxiety is the threat to an individual’s self-concept caused by the inherent limitation of communicating in an imperfectly mastered second language. From their viewpoint, foreign language anxiety is clearly associated with listening and speaking. Many researchers have carried out studies both at home and abroad in this area.2 LITERATURE REVIEW2.1 Definition of Writing AnxietyThe term“writing apprehension”was first proposed by Daly & Miller in 1975. They defined writing apprehension as“a situation and subject-specific individual difference that is concerned with a person’s general tendency to approach or avoid writing accompanied by some amount of evaluation.”Writing anxiety involves“anxiety with writing situations, frustration, and low productivity while writing”(Scott&Rodwell,1997:47).2.2 Empirical Studies of Writing Anxiety Home and AbroadDaly & Miller(1975b)found that in educational settings writ⁃ing apprehension affects student satisfaction in courses requiring writing, expectations of success in writing classes, enrollment patterns in advanced composition courses, and enjoyment of out of class projects ostensibly demanding s ome writing. In Daly’s (1977) study, writers with low level of writing anxiety produced three times more words than those with high level of writing anxiety. Additionally, there were significantly more paragraphs, more sentences, more nouns, pronouns, adjectives, and prepositional phrases in the articles written by writers with low level of writing anxiety, whereas writers with high level of writing anxiety made more spelling errors than low-anxiety ones. Lee&Krashen(1997) reported that native speakers of Chinese in Taiwan with higher writing apprehension tend to receive lower evaluations on the composition section of senior high school examination.In 2004, Cheng designed a measurementtool named Second Language Writing Anxiety Inventory (SLWAI), which was e specially used to measure foreign/second language writing anxiety. What’s more, it was tested that there are high validity and reliability in SLWAI. With the help of SLWAI, Atay&Kurt(2006) made a study of English writing anxiety of Prospective teachers (PTs) in Turkey. Results of the SLWAI showed that more than half of the participating PTs had high or average writing anxiety. PTs responses to the open- ended questionnaire indicated that those with high and average anxiety had difficulties in organizing their thoughts and producing ideas while writing in L2. In addition, PTs considered universities instructors and their past L2 writing experiences as the major factor affecting their attitudes towards L2 writing, and discussed the psychological and physiological reactions that had during the writing process. Finally, the responses of the PTs revealed that their writing experiences may affect their future teaching practices.In China, Zhou&Tang(2010) investigated the influence of foreign language writing anxiety on writing process. Data analysis showed that L2 writing anxiety was negatively correlated with the composition scores but positively correlated with L1 interference as coded in the thinking-aloud process. Guo&Qing (2010) reported an empirical study on foreign language writing anxiety of 453 Chinese non-English majors by means of SLWAI and interviews. The study reveals that (1) the non-English majors students experience moderate foreign language writing anxiety, and one anxiety factor, avoidance behavior, is of high frequency; (2) the students from high and low anxiety groups and each anxiety factor exhibit significant differences inwriting performance; (3) there are significantly negative correlations between writing performance and all four anxiety fact ors; (4) the students’self-perceptions of foreign language writing ability and overall foreign proficiency have significant effects on their writing anxiety.3 RESEARCH DESIGN3.1 Research QuestionsWe mainly explore the following two questions in the present study.1) Do English major students experience writing anxiety in English? If they do, to what extent do they reach?2) What is the difference in English writing anxiety level among students in different grades?3.2 SubjectsThe subjects in the present study come from a normal university in central China. The total amount of the subjects is 220 who major in the same major English. They are from six natural classes in different grades and 77 freshmen, 78 sophomores and 65 juniors are all chosen randomly. They have learned English for at least 6 years. Of them there are 44 male students and the rest are 176 female students. Their average age is 18.5 years old.3.3 Research InstrumentsThe instruments are composed of three sections: background information, Second Language Writing Anxiety Inventory (SLWAI) and interview .3.3.1 The background informationThe background information is designed to collect information about various aspects of learner differences, including subjects’name, age, and grade.3.3.2 Questionnaire (SLWAI)The Second Language Writing Anxiety Inventory (SLWAI) designed by Cheng (2004) is an instrument that measures the degree to which a student feels anxious when writing in English. This SLWAI contains twenty-two items falling into three factors. To facilitate the subjects to understand and respond, the questionnaire is translated into Chinese without any amendment. It adopts a five-point Likert response format (1＝strongly degree; 2＝disagree; 3＝neither agree nor disagree; 4＝agree; 5＝strongly disagree). Seven of them (Items 1,4,7,17,18,21,22) are negatively worded and required reverse scoring before being summed up to the total scores.In her study, Cheng(2004) demonstrated that the total scale and factors of the SLWAI had good internal consistency reliability (ɑ＝.91), respectable test-retest reliability (ｒ＝.85) and adequate convergent and discriminant validity, and satisfactory criterion-related validity.3.3.3 InterviewThere are two open-ended questions in this part. Q1: Is it difficult for you to finish an English composition? And why? Q2: Can you feel the tense when you are asked to write an English composition? And Why?3.4 Data Collection and Analysis3.4.1 QuestionnaireIn the process of data collection, the total amount of the questionnaires handed out is 220, and all of them were collected. Because the students were very cooperative and carefully finished the questionnaire, all of the 220 copies were valid. Later, all the original data was typed into computer by the author and another postgraduate. Since then, after seven items of SLWAI requiring reverse scoring were dealt with appropriately, all the data were collected and edited by excel, and the results were analyzed by SPSS17.0 in terms of descriptive statistics，One-Way mean analysis, and correlation analysis.By using a median split procedure, the subjects whose mean of English writing anxiety is lower than 2.5 are classified into low-anxiety group, and those whose mean of English writing anxiety is higher than 3.5 are classified into high-anxiety group. And those whose mean of English writing anxiety is between 2.5 and 3.5 fell into moderate –anxiety group.3.4.2 InterviewIn processing the data of interview, the students’ interviews were analyzed and discussed based on the questions in the interview. The author reviewed all the data and made a summary of all the subjects’ responses and then summarized them into several categories, which were followed by several examples taken by the students in the responses. After making sure all the data from the interview were analyzed, they were further translated into English for the interview was recorded in Chinese.4 RESULTS AND DISCUSSION4.1 Results from the SLWAIIn order to know the English writing anxiety of different grades, descriptive statistics of SLWAI among three grades are needed. In order to learn whether there is any difference on means of English writing anxiety among three grades, one-way ANOV A is also necessary. At last, comparisons of means of English writing anxiety between two grades can show whether there is any difference on English writing anxiety between different grades.Table 1 Descriptive statistics of SLWAITable 2 One-way ANOV A of writing anxiety of the three differentgrades of English majorFrom table 1 and table 2, the mean of all the participants’ writing anxiety level is 3.18, and those of freshmen, sophomores and juniors are 3.12, 3.25 and 3.17respectively. Therefore it can be found that Chinese college students of different grades in English major students experience writing anxiety when writing compositions in English. One-way ANOV A indicates that there is no significant difference in writing anxiety level among different grades in English major.4.2 Results from the InterviewTable 3 The percentage of the first open-ended questionIn answering the first open-ended question, 61.36%of the students think that it is difficult to write compositions in English, but there are some differences among different grades. 55.84% of freshmen think it is not difficult to write compositions in English, while more than 70%of sophomores and juniors believe it difficult to write compositions in English.The followings are the reasons why more than half of freshmen think it not difficult to compose English essays and why more than 70%of sophomores and juniors believe it difficult to write English compositions. The reasons why 55.84%of freshmen think it not difficult to write English essays are focused on: 1) Having thorough training in basic language skills, for example, I can organize my thought according to the vocabulary and syntax stored in my mind. 2) Having positiveattitudes towards English writing, for example, English writing itself is a good opportunity for me to improve English. 3) Having good learning habits, for example, I often write some diaries and essays to express opinions in English.More than 70%of sophomores and juniors think it difficult to write English essays and illustrated some of their reasons as follows, 1) Shortage of vocabulary and grammar knowledge. 2) Lacking of writing exercises in English. 3) Having noself-confidence.Table 4 The percentage of the second open-ended questionAs for the second question, from table 4 it can be found that 63.64%of students do not feel anxiety or nervous when writing English compositions. And they give some reasons why they do not feel anxious as following: 1) Having enoughself-confidence. 2) Having positive attitudes towards English writing. 3) Having mastered some writing skills.However, the other students (36.36%) report that they have experienced foreign language anxiety when writing English compositions. And they write down some situations in which they usually feel anxious.1) Being afraid of being evaluated. 2) Taking exams. 3) Having no selfconfidence. 4) Low level of English achievement.4.3 Discussion4.3.1 English writing anxiety experienced by English majorsThe findings in this study give the answer to the first question. Chinese English major students including freshmen, sophomores and juniors, experience moderate level of anxiety (M=3.18) when writing in English. This finding is consistent with Daly and Miller’s (1975) and Pajares and Johnson’s study (1994).When required to write in English, the students not only need to think over the main point and organize the thought of composition, but also choose appropriate words and sentence patterns to express their ideas. Therefore, the students are faced with different challenges on English writing, which can cause great pressure to them.4.3.2 Difference in English writing anxiety among differentgradesFreshmen in English major get the lowest score (M=3.12) on SLWAI, while sophomore get the highest score (M=3.25) on SLWAI. From the questionnaire and qualitative study, there are some reasons as follows. Firstly, before freshmen enter colleges they have done so many English writing exercises with the purpose of preparing the college entrance examination. Secondly, they often recite some English sample compositions when freshmen were in grade three of senior high school.4.4 Sources of English Writing Anxiety4.4.1 Test anxietyFrom the results of interview, 91.2% of the students expressed that in most cases they are likely to feel nervous when taking exams. Test anxiety is part of socialanxiety, particularly in an evaluation situation where learners are required to communicate in the target language. Students with test anxiety frequently experience cognitive interference and difficult to focus on the task at hand.4.4.2 Poor writing skillAccording to the results of interview, one student described his feeling:“when required to write an English essay, I do not know what should be written but enumerate words. Although sometimes I think of some materials, I do not know how to organize them, which part should be written in detail and which one should be written briefly.”Besides, some other students admit that they rarely practice English writing and even hardly form the habit of reading English materials. According to the results of the SLWAI, 38.3%of students strongly agree or agree with item5“Iusually try my best to avoid writing English compositions.”And 34.2%of the subjects strongly agreed or agreed with item 12“Unless I have no any other choice, I would not write compositions in English.”From the above, poor writing skill is an important source of writing anxiety.4.4.3 Being afraid of negative evaluation (Cognitive Anxiety)According to the analysis of the SLWAI and the reactions to the interview questions, it can be found that cognitive anxiety is one of the main sources of writing anxiety. As a usual, anxious students suffer from fear of being evaluated and judged on the basis of their writing performance. The reasons will be discussed in the following. In the process of writing, the content and form of the essay are determined by the students, and they may feel exposed and vulnerable to an audience. A student’s intelligence,experience, education and meticulousness are all exposed in the composition. So students feel threatened and become anxious by the evaluation of their writing essays.5 CONCLUSIONSThe following conclusions can be made. Firstly, writing anxiety widely exists among Chinese college students including freshmen, sophomores and juniors in English major. Secondly, results of the present study show that there is no significant difference on English writing anxiety among freshman, sophomores and juniors. Last but not least, on the basis of students’ responses to the SLWAI and the interview, some main sources of writing anxiety have been mentioned. poor writing skills may be one of the most important sources. Besides, other sources of writing anxiety contain test anxiety and fear of negative evaluation(cognitive anxiety).REFERENCESAtay D, Kurt G.(2006).Prospective teachers and L2 writing anxiety. Asian EFL Journal, 100-118.Banduara A.(1977).Toward a unifying theory of behavioral change.Psychological View,84/2,191-125.Cheng Y S. (2004).A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing,13,313-335.Daly J. (1985). Writing apprehension. In M. Rose(Ed).When a Writer Can’t Write. New York: The Guilford Press.Daly J A.(1977). The effect of writing apprehension on message encoding. Journalism Quarterly, 54,566-572.Daly J A, Miller M D. (1975).Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English,9/3,250-256.Horwitz E K, Horwitz M B, Cope J. (1986).Foreign language classroom anxiety . Modern Language Journal,70,125-132.Lee S Y, Krashen S. (1997).Writing apprehension in Chinese as a first language. ITL: Review of Applied Linguistics, 27-36.McIntyre P D, Noels K A. & Clement R.(1997) .Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47,265-287.Pajares F, Johnson M J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English.郭燕,秦晓晴.(2010).中国非英语专业大学生的外语写作焦虑测试报告及其对写作教学的启示.外语界,2,54-62.周保国,唐军俊.(2010).二语写作焦虑对写作过程影响的实证研究.外语教学,1,64-68.。
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传播学毕业论文参考文献(精选113个最新)
传播学是关于传播的一种视角,通过汇集各种观点和方法论来研究各种传播活动。
传播学是研究人类一切传播行为和传播过程发生、发展的规律以及传播与人和社会的关系的学问，即传播学是研究人类如何运用符号进行社会信息交流的学科。
下面是为大家搜索整理的传播学毕业论文参考文献，欢迎借鉴参考。
传播学毕业论文参考文献一： [1]上海大学新闻传播学院湖南大学新闻传播与影视艺术学院. 在跨界与对话中探索创新[N]. 中国社会科学报,2019-07-29(007). [2]潘高,张静,张凯.《国家宝藏》文化自信的传播学解读[J/OL].广西师范学院学报(哲学社会科学版):1-6[2019-07-29]. [3]深圳大学新闻与传播学院教授 吴予敏. 传播学学术话语创造的能动与受动[N]. 中国社会科学报,2019-07-23(004). [4]南京大学新闻传播学院教授胡翼青. 媒介技术哲学范式的兴起：作为认识论或方法论的传播学[N]. 中国社会科学报,2019-07-23(005). [5]浙江大学公共外交与战略传播研究中心主任、教授吴飞. 传播学研究的理论思考与未来展望[N]. 中国社会科学报,2019-07-23(008). [6]西沐. 艺术如何传播？[N]. 中国文化报,2019-07-21(001). [7]张瑜烨,刘儒田.改革开放四十年与中国特色环境传播学的构建[J].湖北大学学报(哲学社会科学版),2019,46(04):160-168+177. [8]李慧敏,潘漩.公共环境事件舆情压力及危机公关的传播学思考——基于“2016年湖北洪灾”媒介议题分析[J].湖北大学学报(哲学社会科学版),2019,46(04):169-175. [9]刘帅.从传播学角度解析“锦鲤文化”[J].视听,2019(07):205-206. [10]展强.新媒体背景下的农业品牌塑造[J].新闻前哨,2019(07):103-105. [11]胡易容.“后真相”时代传播符号的“意义契约”重建[J].湘潭大学学报(哲学社会科学版),2019,43(04):122-129. [12]麦永雄.跨文化诗学:族群混杂与身份跨界的理论图式[J].广东社会科学,2019(04):142-150+255. [13]温庆新.文献传播学视阈下中国古典小说研究[J].云南师范大学学报(哲学社会科学版),2019(04):135-142. [14]陈佩佩.从传播学视角看城市外宣英译——以温州市政府门户网站英译为例[J].名作欣赏,2019(20):117-120. [15]秦鑫淼,赵迎红.基于因子分析法的微博热门榜单研究[J/OL].新闻世界,2019(07):70-73[2019-07-29]. 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