从外语学习动机、态度、焦虑和移情等方面，探讨过渡语僵化现象的情感成因。
This paper discusses the affective causes of fossilization in terms of motivation, attitude, anxiety and empathy in foreign language learning.
影响网络学习质量的学习者心理因素主要有学习者的元认知能力、定位感、自我效能感以及学习动机、焦虑感和对学习的坚持性。
The learner's mental factors affecting web-based learning quality mainly include their metacognitive ability, location, self-efficacy, learning motivation, anxiety, and persistency.
这些研究还表明，焦虑与学习成绩、自我水平评估、态度和动机之间呈持续的负相关。
These studies have also shown persistent negative correlations among foreign language learning anxiety, foreign language learning achievement, self-perceived proficiency, attitude and motivation.
而内部动机和过度焦虑是组成情感的两个性质相反的基本因素。
Intrinsic motivation and over anxiety are two basic factors of affect with opposite natures.
因此，如何降低情感过滤，增强学习者学习动机，提高自信心和减少学习焦虑就成为了研究的重点。
Therefore, how to reduce the affective filter, enhance learners' learning motivation, improve their confidences, and reduce their learning anxiety has become the focus of the study.
这三个量表分别为：数学焦虑量表、数学自我效能感量表、数学学习动机量表。
The three scales named as Mathematics Anxiety scale Mathematics Self-efficacy scale Mathematics Learning Motivation scale.
信任度也是一种情感因素，并直接影响过滤网的厚度，应被视为除动机、自信、焦虑外的第四种重要因素。
Trust is also an affective factor which works directly on the thickness of the filter, so it should be regarded as the forth important factor in addition to motivation, confidence and anxiety.
目的探讨当代广州地区大学生的成就动机与焦虑的关系。
Objective To study the relationship of achievement motivation and anxiety level of contemporary college students in Guangzhou.
动机和焦虑对大学非英语专业学生的英语听力、阅读、写作以及总成绩的影响。
What influence do motivation and anxiety have on listening, reading, writing and total score?
情感过滤假释涉及的是学习者的动机、自信心和焦虑水平。
The affective filter hypothesis concerns learners motivation, self-confidence, or anxiety state.
在语言学习上，动机和态度常常与被称之为疑虑或恐惧的焦虑联系在一起。
In language learning, motivation and attitudes are related to anxiety defined as a state of apprehension, a vague fear.
辅导内容为学习成功动机、学习责任性、考试焦虑、学习要求水平四个方面。
Coaching contents are as follow: study achievement motivation, study accountability, examination anxiety and level of study requirement.
本论文试图从理论到实际应用的角度研究外语教学中的动机和焦虑问题。
This thesis intends to study motivation and anxiety in foreign language teaching and learning from theory research to practice implications.
然而，有时，当我们仔细探求它们行为动机，我们会发现它们显示极端的社会焦虑和极端恐惧。
However, sometimes when we dive into the motive for their actions, we will find that they show extreme social anxiety and extreme fears of being judged.
本论文由五章构成，其框架如下：第一章简单介绍了动机和焦虑研究的重要性和目的。
The following is the framework of this thesis, which consists of five chapters: chapter One is an introduction to the importance and purpose of the research of motivation and anxiety.
研究还表明学习理念和学习策略和学习者的动机、焦虑感、归因和自我感知等方面有显著的相关性。
Significant correlations have been found between learning beliefs and many factors such as learning strategies, motivation, anxiety, attribution and self-efficacy.
采用成就动机、自尊、特质焦虑、抑郁、孤独四个量表及问题行为问卷对403名大学生进行测查。
403 undergraduates were selected to report achievement motivation, self-esteem, trait anxiety, depression, loneliness and problem-behaviors.
有目的、有计划、有意识地培养大学生正确的考试态度和学习动机，将会极大地调动其学习的积极性和创造性，充分而有效地排解考试焦虑心理。
By cultivating healthy mentality and motivation for exam intentionally systematically and creativity in learning can be greatly improved so as to beep away from anxiety fully and effectively.
动机不强能导致成绩的急剧下降，而这又会导致更大的焦虑的产生。
In a downward spiral, low motivation can then lead to poorer performance, which then results in still greater anxiety.
第四章讨论了动机和焦虑对外语学习的影响并提出具体的策略和启发。
Chapter Four deals with the effect of motivation and anxiety on foreign language learning and puts forward some specific strategies and implications on motivation and anxiety.
神经系统：激动、意识混乱、运动机能亢进、共济失调、CNS抑制、梦魇、神经过敏、精神障碍、幻觉、失眠、焦虑、头昏、思维异常。
L nervous system: Agitation, confusion, hyperkinesia, ataxia, CNS depression, nightmares, nervousness, psychiatric disturbance, hallucinations, insomnia, anxiety, dizziness, thinking abnormality.
结论：高物欲动机的高中生的社会支持水平较低，而社会支持是焦虑的保护因素，过度注重物欲的个体更易发生焦虑。
Adolescents turn to possess poor quality of social support system while they are maintaining high level of materialism value. Adolescents who focus on materialism are apt to have anxiety symptom.
他们普遍存在焦虑、抑制及动机缺乏等情感问题。
The problems cover various anxiety, lack in motivation, inhibition, etc.
大多数心理医师接待的焦虑症患者中，受焦虑过度困扰的人要多于焦虑刺激不足的人，不过缺乏行动动机有可能是抑郁症的表现。
Most therapists see more patients suffering from too much anxiety rather than too little, although withdrawal and lack of ambition can be a hallmark of depression.
大多数心理医师接待的焦虑症患者中，受焦虑过度困扰的人要多于焦虑刺激不足的人，不过缺乏行动动机有可能是抑郁症的表现。
Most therapists see more patients suffering from too much anxiety rather than too little, although withdrawal and lack of ambition can be a hallmark of depression.
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