在网络环境下大学生语言学习焦虑与学习策略使用之关系研究
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摘要
从二十世纪90年代起，以计算机网络为核心的现代信息技术开始迅猛地发展起来。2004年1月教育部高等教育司颁布的《大学英语课程教学要求（试行）》使得个性化学习、自主式学习和网络化学习成为大学英语教学改革的目标与方向。
网络技术的发展使得学习者可以独立、自主地学习；或以合作的方式与他人互动；甚至利用课程网站远程学习。这些都证实了网络英语教学模式相对传统教学模式的优越性和可行性。但是在实践中我们也发现了一些限制网络英语教与学的关键问题，即网络环境下学习策略的缺失，导致学生产生语言焦虑的现象，具体表现为：学习者面对浩瀚的资源无从下手，在学习上有时得不到有效的反馈，沉溺于网络娱乐活动难以自拔；或由于不熟悉电脑和网络操作，不习惯屏幕阅读，从而妨碍了语言学习。因此，如何帮助学习者采取合理有效的学习策略，降低网络环境下语言学习焦虑成为进一步推进大学外语教学改革的关键所在。
然而，在已有的研究中,焦虑作为一种重要的情感变量对学习策略使用尚未形成权威性的定论，而在网络环境下研究两者关系的文献更是凤毛翎角。本研究正是因这一现状而展开的。
自二十世纪八十年代起,Horwize&Cope（1986）率先把语言焦虑作为语言学习过程中独立的、不同于其他焦虑的现象进行研究，并将外语焦虑定义为“学习者在执行学习任务时所产生的紧张不安情绪，属于情景型焦虑”。由他设计的外语课堂学习焦虑量表包括“交际焦虑、考试焦虑、负评价焦虑、一般焦虑”，该量表的出版标志着外语焦虑研究进入了一个相对成熟的阶段并为实证研究提供了较好的测量工具。
在语言学习过程中，语言学习焦虑、学习策略都是影响个体学习表现与成效的重要因素。学习策略研究的发展经历了70年代的初始阶段、80年代的发展阶段、90年代的繁荣时期、2000年以来比较沉寂的时期。其中Oxford所取得的成果颇有影响。本论文将采用Oxford对学习策略的定义和分类。
Oxford(1990)将语言学习策略描述为“学习者为了使语言学习更加成功、更加自主、更加愉快而采取的行为或行动。”；并将学习策略分为两大类：直接策略和间接策略。本研究以南昌大学232名非英语专业大学一年级学生为研究对象，运用定量和定性相结合的研究方法，探讨网络环境下语言焦虑对非英语专业大学生选择和使用学习策略的影响，主要涉及下面几个问题：
1）在网络环境下非英语专业大学生英语焦虑总体状况以及焦虑程度差异如何？学习者的个人因素，如性别、家庭、性格和学习水平等对不同程度的焦虑产生怎样的影响？
2）和传统语言教学环境相比较，网络语言焦虑形式存在哪些不同？在网络环境下大学生语言焦虑的根源是什么？
3）在网络环境下非英语专业大学生学习策略的使用情况如何?他们使用英语学习策略的情况在性别、家庭、性格、学习水平、文化背景、学习兴趣、学习信心、多媒体环境等变量中是否存在差异?
4）网络语言学习焦虑是否与网络学习策略的使用相关?
5）不同焦虑程度的学生在英语学习策略的使用上是否存在差异？
6）在调查研究的基础上，如何构建有效的大学英语网络自主学习策略来减少学习者的语言焦虑？
本研究提出以下四个假设：
1）在网络环境下语言焦虑程度和学习策略使用频率不相关。
2）在网络环境下高焦虑学习者和低焦虑学习者策略使用没有显著差异。
3）在网络环境下语言学习焦虑和学习水平不相关。
4）在网络环境下语言学习策略使用和学习水平不相关
定量研究以问卷调查为主，问卷包括网络环境下外语学习焦虑量表和语言学习策略量表。外语学习焦虑量表在Horwitz (1986)设计的外语课堂焦虑量表基础上对大部分项目做了改动，突出在网络环境下学生的焦虑。语言学习策略量表在Oxford(1990)设计的学习策略量表基础上根据网络学习具体情况分别就元认知策略、认知策略、情感策略、社会策略、补偿策略、记忆策略进行了修改。问卷调查的数据用SPSS进行描述性统计。根据数据结果，选出具有代表性的20名被试参加访谈，为研究提供进一步的数据支持。
最终研究结果如下：第一，在网络环境下，非英语专业大学生或多或少存在语言焦虑现象，但大部分学生属于中等语言焦虑，这在某种程度上对语言学习是有益的。表现在听、说、读、写综合性语言焦虑和课堂交际焦虑最为明显；学习者焦虑感强弱的差异是由一系列个体因素引起的，如性别、家庭、个性、学习水平等。在网络环境下，女性语言焦虑值略高于男性，但不存在相关性；乡村学生的语言焦虑值高于城镇学生，且在高焦虑的学生中，乡村学生语言焦虑高于城镇学生，但在低焦虑的学生中，来自乡村学生的语言焦虑却低于城镇学生，这就说明整体而言，来自乡村学生的语言焦虑并不高于城镇学生；性格内向学生语言焦虑高于性格外向学生，但焦虑平均值均相差不大，不存在相关性。然而，语言焦虑和学习水平之间存在明显负相关，即水平越高，焦虑越低，低水平的学生比高水平学生语言焦虑高得多。
第二，大学生英语焦虑的根源在于：学习者主观的情感因素和客观的环境因素导致他们在语言学习的紧张不安。学习者的主观情感因素包括学习者的个性、冒险性，对语言的模糊容忍度,以及师生对英语教学和学习的误解；语言焦虑客观的环境因素来自课堂内外的师生互动、同学之间的相互竞争、家庭和社会的压力、两种语言的文化冲突以及网络技术不熟练带来的焦虑感。
第三，和传统的教学环境相比，最让学生感觉焦虑的是缺乏对网上资料处理应用的能力；令很多男孩感到沮丧的是，他们总是抵抗不了电脑游戏的诱惑；大部分女孩困扰的是技术问题，常常会因不知道如何处理电脑故障而不得不中断学习。
第四，在网络环境下学生有时会使用学习策略，对学习策略使用频率的描述统计显示，在各项策略中，元认知策略、认知策略、补偿策略使用频率相对较高，其次是社会策略、情感策略，而记忆策略使用频率最低。学习策略使用受性别、个性、文化背景、上网学习时间的影响,并且和学习者水平、兴趣及信心成正相关，即学习水平越高、兴趣越浓、信心越足的学习者，学习策略使用越频繁。
第五，在网络环境下语言焦虑与策略使用呈负相关，即焦虑值越高，学习策略使用越少，反之亦然。这个结论和传统环境下探讨焦虑与策略使用关系是一致的；焦虑值的高低与策略使用的数量和种类没有明显关系，不管焦虑值高低的学习者都乐意使用元认知认知策略和认知策略，最少使用记忆策略。在听说读写综合性焦虑、交际焦虑、负评价焦虑、考试焦虑和网络技术焦虑等组中，学生对策略的使用频率按从多到少分别排列：元认知策略、认知策略、社会策略、情感策略和记忆策略，此结论和传统环境下研究得出的结论有较大差异。
最后，本文对研究结果进行了讨论并提出了相应的教学启示及减轻语言焦虑的学习策略，即创立轻松和令人愉悦的学习氛围，需要教师对角色的重新定位以及采用合作性学习模式；师生要改变对网络教学的一些错误观点；为学生提供可理解性输入和电脑软硬件设施；把文化背景整合到语言教学中去；开展网络背景下的语言策略培训。
本研究的理论意义在于丰富和完善了语言焦虑与学习策略使用之间关系的国内外相关理论和模式，为其深入研究提供了新的研究资料；拓宽了人文主义心理学和应用语言学理论结合的研究路径和视角，有助于建立相关的教学模式。本课题研究的现实意义在于通过揭示在网络环境下学习策略复杂系统中学习策略和语言焦虑之间的关系，指导语言类教师分析高焦虑学生不同的焦虑成因，了解学生学习策略的使用状况，调整和改进自己的教学方法，利用网络的优势，营造轻松和谐的学习环境，降低学生焦虑情绪；同时帮助学生根据自身的学习特点，通过策略培训促使他们使用恰当、有效的网络自主学习策略,提高学习效率，成为成功的语言学习者。
Since the1990s, modern information technology centering on computer internet hasdeveloped swiftly. College English Teaching Curriculum Requirement (For TrialImplementation) issued by Higher Education Bureau of the Ministry of Education of ChinaIn January,2004made the personalized, autonomous internet teaching mode become goaland trend of college English teaching reform.
The development of internet technology enables learners to learn autonomously andinteract with the students or the instructors in a collaborative way and then conductdistance learning, which testifies the superiority and feasibility of computer-based teachingmode compared with traditional teaching mode.
However, some problems which limit internet language teaching and learning arefound out in reality. That is, lack of learning strategy use leads to the students’ languageanxiety. It displays in the following aspects: firstly, learners are confused with considerableinformation. Secondly, sometimes they cannot obtain effective and timely feedback.Thirdly, they are so deeply indulged in online entertainment activities that they can’tcontrol themselves. Finally, they are unfamiliar with computer and internet operation andthen are not used to screen reading. All these impede the learning efficiency. Therefore, itis a key issue to promote the teaching reform how to help learners to employ reasonableand effective learning strategies and reduce language anxiety in the computer-basedenvironment. However, so far the relationship between language learning anxiety andlearning strategy hasn’t arrived at authoritative conclusion yet, and there are few studies ontheir relationship in the computer-based environment. Thus, the author conducts theresearch based on the current situation.
Since the1980s, Horwitz&Cope have taken the lead in researching language anxiety,which was regarded as a specific anxiety different from other anxiety feeling. They broadlydefined language anxiety as “the psychological tension that the learner went through inperforming a learning task, and this anxiety is situational-specific.” The Foreign LanguageClassroom Anxiety Scale (FLCAS) designed by Horwitz integrated three related anxietiesto their conceptualization of foreign language anxiety, i.e. communication apprehension,test anxiety, and fear of negative evaluation, which marked language anxiety into a relatively mature stage and provided a good instrument for empirical research.
Anxiety and learning strategies are two important variables among the individualfactors. The studies on language learning strategy (LLS) experienced the beginning stagein the1970s, the developing stage in the1980s, the flourishing stage in the1990s and thesilence stage in the2000s. Oxford’s achievement had an outstanding effect on strategyresearch. The author adopted her definition and classification in the study. She（1990）defined LLS as “Language learning strategies are behaviors or actions which learners useto make language learning more successful，self-directed and enjoyable” and classifiedLLS into indirect strategy and direct strategy. SSIL（Strategy Inventory of LanguageLearning）designed by her was recognized to have good validity and reliability.
On the foundation of literature review, this study aims to explore the relationshipbetween foreign language learning anxiety and use of learning strategies in thecomputer-based environment. The subjects are232non-English majors selected fromfreshmen in Nanchang University. The author adopts both quantitative and qualitativemethods to collect data. Taking the computer-based environment into consideration, theauthor attempts to answer the following questions:
What is the general tendency of university students’ English learning anxiety andwhat are the differences in levels of their anxiety in the computer-based environment?What are the relationships between anxiety and such variables as gender, personality,family background, English performance etc?
What are the differences of anxiety between in the computer-based environment andin the traditional environment? What are the sources of language anxiety in thecomputer-based environment?
What is the general tendency of using learning strategy for the university students inthe computer-based environment? Is there difference between use of strategy and suchvariables as gender, personality, family background personality, academic performance,cultural background, learning interest, learning confidence, multi-media environment, etc?
Is there the relationship between language anxiety and strategies use in thecomputer-based environment? If so, what is the relationship?
What types of language learning strategies do university students of high or lowanxiety employ and with what frequency in their language learning?
How are network English autonomous learning strategies constructed to reducelanguage anxiety efficiently?
The author formulates four hypotheses, which are as followings:
(1) There is little correlation between level of anxiety and strategy use in thecomputer-based environment.
(2) There is little statistic significance of the strategy use between the high-anxietylearners and low-anxiety learners.
(3)There is little correlation between language learning anxiety and Englishperformance.
(4) There is little correlation between strategy use and English performances.
Quantitative research was conducted by means of questionnaire, which includedLanguage Learning Internet Anxiety Questionnaire（LLIAQ）and Language LearningInternet Strategy Questionnaire(LLISQ). Most of items in LLIAQ have been modifiedbased on FLCAS, stressing internet language anxiety; almost every item in LLISQ hasbeen re-edited based on SILL according to internet learning strategies. In the process ofdescriptive statistics through SPSS, the author adopted analytic induction. The interviewwas carried out by choosing20interviewees among232subjects to illustrate andsupplement these findings.
The results show that, first of all, in the computer-based environment,non-English-major university students are still more or less interfered with languageanxiety. To be more specific, the majority of the students belong to moderate anxiety,which will be beneficial to their language learning. Among the students, comprehensiveanxiety, including the anxiety from listening, speaking, reading and writing, ranked themost serious, with a remarkably higher mean score than those of communicationapprehension, internet technology anxiety, fear of negative evaluation and test anxiety.Besides, the relationships between language anxiety and gender, family background, andEnglish performance have been studied. The female students are a little more anxious thanthe male students in learning English but there is no significance between gender andanxiety; the anxiety mean score of urban students is slightly lower than that of ruralstudents. Among those who are highly anxious, there are more students from rural familythan those from urban family. However, surprisingly, among those who are lowly anxious, there are fewer students from urban family than those from rural family. Therefore, in thecomputer-based environment the anxiety scale from rural family is no more than that fromurban family. In other words, those rural students are no more anxious than those urbanones, which is different from the result in the traditional environment; although introvertedstudents have higher anxiety than extroverted students, there is little significance betweenpersonality and anxiety; The study has found a negative relationship between anxiety andEnglish proficiency and low-proficiency students are generally much more anxious thanhigh-proficiency students.
Furthermore, the author finds two dominating anxiety-generating factors: the learners’internal factors and the external ones. Internal factors include the learners’ risk-takingability, the tolerance of ambiguity, unscientific beliefs about language learning whileexternal factors exist in the competitiveness between the classmates, the interaction insideor outside classroom, language testing and anxiety from internet itself.
Third, as for the anxiety differences between the traditional environment and thecomputer-based environment, the author concluded that the main facet to get them toproduce anxiety is that they lack the ability to deal with the information they need. Forexample, the students find there are so many online materials that they are often throwninto the confusion. Then, many of boys are easily indulged in games while some of girlshave to stop their language learning because of computer and internet technologyproblems.
Fourth, the mean of overall strategy use indicates a moderate frequency of use in thisstudy. Among all six strategy categories, meta-cognitive strategy ranks the first, cognitivestrategy and compensation strategy are of relatively higher frequency of use, followed bysocial strategies, affective strategies. Memory strategies are of the lowest frequency ofstrategy use. The factors affecting use of strategies in the computer-based environmentinclude gender, personality, family background, cultural background, the length of time,etc. and there are positive relationships between strategy use and learners’ performance,interest and confidence. That is, the higher a learner’s English performance is, the moreoften a learner uses the learning strategies; the more interested in language learning alearner is, the more often a learner uses the learning strategies; the more confident a learneris, the more often a learner uses the learning strategies.
Fifth, the negative correlation between language learning anxiety and the overalllearning strategy use is found out. That is, the higher the students’ levels of anxiety are, theless likely they use language learning strategies in the computer-based environment. Theconclusion is in consistent with that in traditional environment. Low anxiety group makeuse of strategies more frequently. Mean of strategy use within each strategy category ishigher for low anxiety compared with high anxiety. It is revealed that in anxietysubcategory, every strategy use is almost in the same order as for high, moderate and lowanxiety groups. Three groups employ meta-cognitive strategies most often and memorystrategies least often. The meta-cognitive, cognitive, compensation, social and affectivestrategies rank the first, the second, the third, the fourth and the fifth in groups ofcomprehensive anxiety, communication apprehension, fear of negative evaluation, andinternet technology anxiety respectively. These results are different from those in theconventional environment.
Last but not least, the students’ evaluation to internet language learning has also beendiscussed. According to the data analysis, some corresponding strategies are proposed.That is, in order to produce relaxing and pleasant learning atmosphere, the instructorsshould identify their roles clearly and adopt cooperative learning model; change theinstructors’ and learners’ unscientific beliefs about internet learning; providecomprehensible input and computer equipments; integrate language culture into teachingand conduct computer-based learning strategy training.
Theoretically, this research may enrich and improve the relevant theory ofrelationship between language anxiety and learning strategy especially in thecomputer-based environment. Furthermore, it can broaden a new road where humanisticpsychology combines with applied linguistics to help to build a good teaching model.
Practically, this study may provide implications for teachers to guide the students toadopt corresponding strategies through analyzing high-anxiety students’ sources, adjustthemselves to new teaching mode by taking advantage of internet, create a relaxing andharmonious environment so as to reduce the students’ anxiety. Meanwhile, under theguidance of the teachers, the students can employ proper and effective internet autonomousstrategies according to their own character, which will lead to successful languagelearning.
网络技术的发展使得学习者可以独立、自主地学习；或以合作的方式与他人互动；甚至利用课程网站远程学习。这些都证实了网络英语教学模式相对传统教学模式的优越性和可行性。但是在实践中我们也发现了一些限制网络英语教与学的关键问题，即网络环境下学习策略的缺失，导致学生产生语言焦虑的现象，具体表现为：学习者面对浩瀚的资源无从下手，在学习上有时得不到有效的反馈，沉溺于网络娱乐活动难以自拔；或由于不熟悉电脑和网络操作，不习惯屏幕阅读，从而妨碍了语言学习。因此，如何帮助学习者采取合理有效的学习策略，降低网络环境下语言学习焦虑成为进一步推进大学外语教学改革的关键所在。
然而，在已有的研究中,焦虑作为一种重要的情感变量对学习策略使用尚未形成权威性的定论，而在网络环境下研究两者关系的文献更是凤毛翎角。本研究正是因这一现状而展开的。
自二十世纪八十年代起,Horwize&Cope（1986）率先把语言焦虑作为语言学习过程中独立的、不同于其他焦虑的现象进行研究，并将外语焦虑定义为“学习者在执行学习任务时所产生的紧张不安情绪，属于情景型焦虑”。由他设计的外语课堂学习焦虑量表包括“交际焦虑、考试焦虑、负评价焦虑、一般焦虑”，该量表的出版标志着外语焦虑研究进入了一个相对成熟的阶段并为实证研究提供了较好的测量工具。
在语言学习过程中，语言学习焦虑、学习策略都是影响个体学习表现与成效的重要因素。学习策略研究的发展经历了70年代的初始阶段、80年代的发展阶段、90年代的繁荣时期、2000年以来比较沉寂的时期。其中Oxford所取得的成果颇有影响。本论文将采用Oxford对学习策略的定义和分类。
Oxford(1990)将语言学习策略描述为“学习者为了使语言学习更加成功、更加自主、更加愉快而采取的行为或行动。”；并将学习策略分为两大类：直接策略和间接策略。本研究以南昌大学232名非英语专业大学一年级学生为研究对象，运用定量和定性相结合的研究方法，探讨网络环境下语言焦虑对非英语专业大学生选择和使用学习策略的影响，主要涉及下面几个问题：
1）在网络环境下非英语专业大学生英语焦虑总体状况以及焦虑程度差异如何？学习者的个人因素，如性别、家庭、性格和学习水平等对不同程度的焦虑产生怎样的影响？
2）和传统语言教学环境相比较，网络语言焦虑形式存在哪些不同？在网络环境下大学生语言焦虑的根源是什么？
3）在网络环境下非英语专业大学生学习策略的使用情况如何?他们使用英语学习策略的情况在性别、家庭、性格、学习水平、文化背景、学习兴趣、学习信心、多媒体环境等变量中是否存在差异?
4）网络语言学习焦虑是否与网络学习策略的使用相关?
5）不同焦虑程度的学生在英语学习策略的使用上是否存在差异？
6）在调查研究的基础上，如何构建有效的大学英语网络自主学习策略来减少学习者的语言焦虑？
本研究提出以下四个假设：
1）在网络环境下语言焦虑程度和学习策略使用频率不相关。
2）在网络环境下高焦虑学习者和低焦虑学习者策略使用没有显著差异。
3）在网络环境下语言学习焦虑和学习水平不相关。
4）在网络环境下语言学习策略使用和学习水平不相关
定量研究以问卷调查为主，问卷包括网络环境下外语学习焦虑量表和语言学习策略量表。外语学习焦虑量表在Horwitz (1986)设计的外语课堂焦虑量表基础上对大部分项目做了改动，突出在网络环境下学生的焦虑。语言学习策略量表在Oxford(1990)设计的学习策略量表基础上根据网络学习具体情况分别就元认知策略、认知策略、情感策略、社会策略、补偿策略、记忆策略进行了修改。问卷调查的数据用SPSS进行描述性统计。根据数据结果，选出具有代表性的20名被试参加访谈，为研究提供进一步的数据支持。
最终研究结果如下：第一，在网络环境下，非英语专业大学生或多或少存在语言焦虑现象，但大部分学生属于中等语言焦虑，这在某种程度上对语言学习是有益的。表现在听、说、读、写综合性语言焦虑和课堂交际焦虑最为明显；学习者焦虑感强弱的差异是由一系列个体因素引起的，如性别、家庭、个性、学习水平等。在网络环境下，女性语言焦虑值略高于男性，但不存在相关性；乡村学生的语言焦虑值高于城镇学生，且在高焦虑的学生中，乡村学生语言焦虑高于城镇学生，但在低焦虑的学生中，来自乡村学生的语言焦虑却低于城镇学生，这就说明整体而言，来自乡村学生的语言焦虑并不高于城镇学生；性格内向学生语言焦虑高于性格外向学生，但焦虑平均值均相差不大，不存在相关性。然而，语言焦虑和学习水平之间存在明显负相关，即水平越高，焦虑越低，低水平的学生比高水平学生语言焦虑高得多。
第二，大学生英语焦虑的根源在于：学习者主观的情感因素和客观的环境因素导致他们在语言学习的紧张不安。学习者的主观情感因素包括学习者的个性、冒险性，对语言的模糊容忍度,以及师生对英语教学和学习的误解；语言焦虑客观的环境因素来自课堂内外的师生互动、同学之间的相互竞争、家庭和社会的压力、两种语言的文化冲突以及网络技术不熟练带来的焦虑感。
第三，和传统的教学环境相比，最让学生感觉焦虑的是缺乏对网上资料处理应用的能力；令很多男孩感到沮丧的是，他们总是抵抗不了电脑游戏的诱惑；大部分女孩困扰的是技术问题，常常会因不知道如何处理电脑故障而不得不中断学习。
第四，在网络环境下学生有时会使用学习策略，对学习策略使用频率的描述统计显示，在各项策略中，元认知策略、认知策略、补偿策略使用频率相对较高，其次是社会策略、情感策略，而记忆策略使用频率最低。学习策略使用受性别、个性、文化背景、上网学习时间的影响,并且和学习者水平、兴趣及信心成正相关，即学习水平越高、兴趣越浓、信心越足的学习者，学习策略使用越频繁。
第五，在网络环境下语言焦虑与策略使用呈负相关，即焦虑值越高，学习策略使用越少，反之亦然。这个结论和传统环境下探讨焦虑与策略使用关系是一致的；焦虑值的高低与策略使用的数量和种类没有明显关系，不管焦虑值高低的学习者都乐意使用元认知认知策略和认知策略，最少使用记忆策略。在听说读写综合性焦虑、交际焦虑、负评价焦虑、考试焦虑和网络技术焦虑等组中，学生对策略的使用频率按从多到少分别排列：元认知策略、认知策略、社会策略、情感策略和记忆策略，此结论和传统环境下研究得出的结论有较大差异。
最后，本文对研究结果进行了讨论并提出了相应的教学启示及减轻语言焦虑的学习策略，即创立轻松和令人愉悦的学习氛围，需要教师对角色的重新定位以及采用合作性学习模式；师生要改变对网络教学的一些错误观点；为学生提供可理解性输入和电脑软硬件设施；把文化背景整合到语言教学中去；开展网络背景下的语言策略培训。
本研究的理论意义在于丰富和完善了语言焦虑与学习策略使用之间关系的国内外相关理论和模式，为其深入研究提供了新的研究资料；拓宽了人文主义心理学和应用语言学理论结合的研究路径和视角，有助于建立相关的教学模式。本课题研究的现实意义在于通过揭示在网络环境下学习策略复杂系统中学习策略和语言焦虑之间的关系，指导语言类教师分析高焦虑学生不同的焦虑成因，了解学生学习策略的使用状况，调整和改进自己的教学方法，利用网络的优势，营造轻松和谐的学习环境，降低学生焦虑情绪；同时帮助学生根据自身的学习特点，通过策略培训促使他们使用恰当、有效的网络自主学习策略,提高学习效率，成为成功的语言学习者。
Since the1990s, modern information technology centering on computer internet hasdeveloped swiftly. College English Teaching Curriculum Requirement (For TrialImplementation) issued by Higher Education Bureau of the Ministry of Education of ChinaIn January,2004made the personalized, autonomous internet teaching mode become goaland trend of college English teaching reform.
The development of internet technology enables learners to learn autonomously andinteract with the students or the instructors in a collaborative way and then conductdistance learning, which testifies the superiority and feasibility of computer-based teachingmode compared with traditional teaching mode.
However, some problems which limit internet language teaching and learning arefound out in reality. That is, lack of learning strategy use leads to the students’ languageanxiety. It displays in the following aspects: firstly, learners are confused with considerableinformation. Secondly, sometimes they cannot obtain effective and timely feedback.Thirdly, they are so deeply indulged in online entertainment activities that they can’tcontrol themselves. Finally, they are unfamiliar with computer and internet operation andthen are not used to screen reading. All these impede the learning efficiency. Therefore, itis a key issue to promote the teaching reform how to help learners to employ reasonableand effective learning strategies and reduce language anxiety in the computer-basedenvironment. However, so far the relationship between language learning anxiety andlearning strategy hasn’t arrived at authoritative conclusion yet, and there are few studies ontheir relationship in the computer-based environment. Thus, the author conducts theresearch based on the current situation.
Since the1980s, Horwitz&Cope have taken the lead in researching language anxiety,which was regarded as a specific anxiety different from other anxiety feeling. They broadlydefined language anxiety as “the psychological tension that the learner went through inperforming a learning task, and this anxiety is situational-specific.” The Foreign LanguageClassroom Anxiety Scale (FLCAS) designed by Horwitz integrated three related anxietiesto their conceptualization of foreign language anxiety, i.e. communication apprehension,test anxiety, and fear of negative evaluation, which marked language anxiety into a relatively mature stage and provided a good instrument for empirical research.
Anxiety and learning strategies are two important variables among the individualfactors. The studies on language learning strategy (LLS) experienced the beginning stagein the1970s, the developing stage in the1980s, the flourishing stage in the1990s and thesilence stage in the2000s. Oxford’s achievement had an outstanding effect on strategyresearch. The author adopted her definition and classification in the study. She（1990）defined LLS as “Language learning strategies are behaviors or actions which learners useto make language learning more successful，self-directed and enjoyable” and classifiedLLS into indirect strategy and direct strategy. SSIL（Strategy Inventory of LanguageLearning）designed by her was recognized to have good validity and reliability.
On the foundation of literature review, this study aims to explore the relationshipbetween foreign language learning anxiety and use of learning strategies in thecomputer-based environment. The subjects are232non-English majors selected fromfreshmen in Nanchang University. The author adopts both quantitative and qualitativemethods to collect data. Taking the computer-based environment into consideration, theauthor attempts to answer the following questions:
What is the general tendency of university students’ English learning anxiety andwhat are the differences in levels of their anxiety in the computer-based environment?What are the relationships between anxiety and such variables as gender, personality,family background, English performance etc?
What are the differences of anxiety between in the computer-based environment andin the traditional environment? What are the sources of language anxiety in thecomputer-based environment?
What is the general tendency of using learning strategy for the university students inthe computer-based environment? Is there difference between use of strategy and suchvariables as gender, personality, family background personality, academic performance,cultural background, learning interest, learning confidence, multi-media environment, etc?
Is there the relationship between language anxiety and strategies use in thecomputer-based environment? If so, what is the relationship?
What types of language learning strategies do university students of high or lowanxiety employ and with what frequency in their language learning?
How are network English autonomous learning strategies constructed to reducelanguage anxiety efficiently?
The author formulates four hypotheses, which are as followings:
(1) There is little correlation between level of anxiety and strategy use in thecomputer-based environment.
(2) There is little statistic significance of the strategy use between the high-anxietylearners and low-anxiety learners.
(3)There is little correlation between language learning anxiety and Englishperformance.
(4) There is little correlation between strategy use and English performances.
Quantitative research was conducted by means of questionnaire, which includedLanguage Learning Internet Anxiety Questionnaire（LLIAQ）and Language LearningInternet Strategy Questionnaire(LLISQ). Most of items in LLIAQ have been modifiedbased on FLCAS, stressing internet language anxiety; almost every item in LLISQ hasbeen re-edited based on SILL according to internet learning strategies. In the process ofdescriptive statistics through SPSS, the author adopted analytic induction. The interviewwas carried out by choosing20interviewees among232subjects to illustrate andsupplement these findings.
The results show that, first of all, in the computer-based environment,non-English-major university students are still more or less interfered with languageanxiety. To be more specific, the majority of the students belong to moderate anxiety,which will be beneficial to their language learning. Among the students, comprehensiveanxiety, including the anxiety from listening, speaking, reading and writing, ranked themost serious, with a remarkably higher mean score than those of communicationapprehension, internet technology anxiety, fear of negative evaluation and test anxiety.Besides, the relationships between language anxiety and gender, family background, andEnglish performance have been studied. The female students are a little more anxious thanthe male students in learning English but there is no significance between gender andanxiety; the anxiety mean score of urban students is slightly lower than that of ruralstudents. Among those who are highly anxious, there are more students from rural familythan those from urban family. However, surprisingly, among those who are lowly anxious, there are fewer students from urban family than those from rural family. Therefore, in thecomputer-based environment the anxiety scale from rural family is no more than that fromurban family. In other words, those rural students are no more anxious than those urbanones, which is different from the result in the traditional environment; although introvertedstudents have higher anxiety than extroverted students, there is little significance betweenpersonality and anxiety; The study has found a negative relationship between anxiety andEnglish proficiency and low-proficiency students are generally much more anxious thanhigh-proficiency students.
Furthermore, the author finds two dominating anxiety-generating factors: the learners’internal factors and the external ones. Internal factors include the learners’ risk-takingability, the tolerance of ambiguity, unscientific beliefs about language learning whileexternal factors exist in the competitiveness between the classmates, the interaction insideor outside classroom, language testing and anxiety from internet itself.
Third, as for the anxiety differences between the traditional environment and thecomputer-based environment, the author concluded that the main facet to get them toproduce anxiety is that they lack the ability to deal with the information they need. Forexample, the students find there are so many online materials that they are often throwninto the confusion. Then, many of boys are easily indulged in games while some of girlshave to stop their language learning because of computer and internet technologyproblems.
Fourth, the mean of overall strategy use indicates a moderate frequency of use in thisstudy. Among all six strategy categories, meta-cognitive strategy ranks the first, cognitivestrategy and compensation strategy are of relatively higher frequency of use, followed bysocial strategies, affective strategies. Memory strategies are of the lowest frequency ofstrategy use. The factors affecting use of strategies in the computer-based environmentinclude gender, personality, family background, cultural background, the length of time,etc. and there are positive relationships between strategy use and learners’ performance,interest and confidence. That is, the higher a learner’s English performance is, the moreoften a learner uses the learning strategies; the more interested in language learning alearner is, the more often a learner uses the learning strategies; the more confident a learneris, the more often a learner uses the learning strategies.
Fifth, the negative correlation between language learning anxiety and the overalllearning strategy use is found out. That is, the higher the students’ levels of anxiety are, theless likely they use language learning strategies in the computer-based environment. Theconclusion is in consistent with that in traditional environment. Low anxiety group makeuse of strategies more frequently. Mean of strategy use within each strategy category ishigher for low anxiety compared with high anxiety. It is revealed that in anxietysubcategory, every strategy use is almost in the same order as for high, moderate and lowanxiety groups. Three groups employ meta-cognitive strategies most often and memorystrategies least often. The meta-cognitive, cognitive, compensation, social and affectivestrategies rank the first, the second, the third, the fourth and the fifth in groups ofcomprehensive anxiety, communication apprehension, fear of negative evaluation, andinternet technology anxiety respectively. These results are different from those in theconventional environment.
Last but not least, the students’ evaluation to internet language learning has also beendiscussed. According to the data analysis, some corresponding strategies are proposed.That is, in order to produce relaxing and pleasant learning atmosphere, the instructorsshould identify their roles clearly and adopt cooperative learning model; change theinstructors’ and learners’ unscientific beliefs about internet learning; providecomprehensible input and computer equipments; integrate language culture into teachingand conduct computer-based learning strategy training.
Theoretically, this research may enrich and improve the relevant theory ofrelationship between language anxiety and learning strategy especially in thecomputer-based environment. Furthermore, it can broaden a new road where humanisticpsychology combines with applied linguistics to help to build a good teaching model.
Practically, this study may provide implications for teachers to guide the students toadopt corresponding strategies through analyzing high-anxiety students’ sources, adjustthemselves to new teaching mode by taking advantage of internet, create a relaxing andharmonious environment so as to reduce the students’ anxiety. Meanwhile, under theguidance of the teachers, the students can employ proper and effective internet autonomousstrategies according to their own character, which will lead to successful languagelearning.
引文
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