独立学院学生英语学习焦虑及影响因素的分析
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摘要
独立学院作为新兴教育力量在我国如雨后春笋般发展起来，截止2007年5月统计，中国有独立学院318所，约占高校总数的1／3。独立学院作为新兴高校有其自身的特点，目前在我国大部分独立学院采取的是公办民助的办学模式，他们大多挂靠在一个较有影响力的公办大学名下，实施独立办学。由于目前独立学院本身不具备颁发学位证的资格，所以独立学院的学生要想拿学士学位，必须通过其所挂靠的总校提出的各项标准，其中最普遍的也是难度最大的一个标准就是必须过英语四级。由于四级通过与否与能否拿学位密切相关，独立学院的学生更加关注英语学习，经了解，因英语学习中的焦虑所带来的困惑成了独立学院学生适应不良的相当大的诱因。
国内外的多项调查表明，大学生的英语学习焦虑与英语学习成绩是负相关的，却还没研究过特殊教育力量独立学院的情况，也很少从个性、自尊程度这两个因素来对英语学习焦虑程度做量的统计。本研究旨在通过对独立学院的英语学习焦虑进行统计，分析不同程度的英语焦虑与英语四级通过与否的相关性，并从性别、文理科、个性、自尊程度几个维度来分析他们与英语学习焦虑的关系。研究结果发现，CET4通过与否的被试英语课堂焦虑有很显著的差异性，英语学习焦虑与四级通过率呈显著负相关。因此，为了进一步提高CET4的通过率，必须尽力降低英语学习焦虑。通过对个性、自尊与英语学习焦虑的相关性统计分析，笔者发现个性、自尊与英语学习焦虑有很显著的相关性，而老师的授课方式也对学生的课堂焦虑影响较大，故笔者着重从这几个方面来探讨降低英语学习焦虑的办法。
Independent Institute has developed rapidly in China especially in recent years, the number of which has ammounted to 318 as the third of the total colleges according to the statistics on 2007, May. Independent Institutes have their own fresh characteristics, most of which are in the name of a famous state-owned university while implemention of education are independently .Because of their inability to award degree, they have to depend on their mother university while passing CET-4 is the compulsory standard, as a result ,most of the students focus on English study ,which also stimulate the massive anxiety.
Research on affective variables at home and abroad indicates that the negative correlation between language anxiety and outcomes are dramatical, but few studies have been carried out about the special education system namely Independent Institute , seldom quantitative study has been made on two factors as characteristic and self-esteem. The thesis focuses on the relationship between CET4 and English language anxiety in Independent Institute as well as two factors .The results show that, almost half and more students are highly anxious .Besides ,there is negative correlation between outcomes and anxiety, dramatical correlation between characteristic and anxiety ,so is self-esteem . Based on the above analysis, some strategies are proposed.
国内外的多项调查表明，大学生的英语学习焦虑与英语学习成绩是负相关的，却还没研究过特殊教育力量独立学院的情况，也很少从个性、自尊程度这两个因素来对英语学习焦虑程度做量的统计。本研究旨在通过对独立学院的英语学习焦虑进行统计，分析不同程度的英语焦虑与英语四级通过与否的相关性，并从性别、文理科、个性、自尊程度几个维度来分析他们与英语学习焦虑的关系。研究结果发现，CET4通过与否的被试英语课堂焦虑有很显著的差异性，英语学习焦虑与四级通过率呈显著负相关。因此，为了进一步提高CET4的通过率，必须尽力降低英语学习焦虑。通过对个性、自尊与英语学习焦虑的相关性统计分析，笔者发现个性、自尊与英语学习焦虑有很显著的相关性，而老师的授课方式也对学生的课堂焦虑影响较大，故笔者着重从这几个方面来探讨降低英语学习焦虑的办法。
Independent Institute has developed rapidly in China especially in recent years, the number of which has ammounted to 318 as the third of the total colleges according to the statistics on 2007, May. Independent Institutes have their own fresh characteristics, most of which are in the name of a famous state-owned university while implemention of education are independently .Because of their inability to award degree, they have to depend on their mother university while passing CET-4 is the compulsory standard, as a result ,most of the students focus on English study ,which also stimulate the massive anxiety.
Research on affective variables at home and abroad indicates that the negative correlation between language anxiety and outcomes are dramatical, but few studies have been carried out about the special education system namely Independent Institute , seldom quantitative study has been made on two factors as characteristic and self-esteem. The thesis focuses on the relationship between CET4 and English language anxiety in Independent Institute as well as two factors .The results show that, almost half and more students are highly anxious .Besides ,there is negative correlation between outcomes and anxiety, dramatical correlation between characteristic and anxiety ,so is self-esteem . Based on the above analysis, some strategies are proposed.
引文
[1] Kleinmann H H.Avoidence Behavior in Adult Second Language Acquisition[J].Language Learning,1977(27):93-107
[2] Chastain,K. Affective and Ability Factors In Second Language Acquistion [J].Language Journal, 1978(21): 153-161
[3] Albert R,Haber R.Anxiety in Academic Achievements Situation[J].Journal of Abnormal and Social Psychology,1960(61)
[4] Brown HD. Affective Variables in Second Langage Acquisition [J].Language Learning 1973(23) 231-244.
[5] Bailey K M. Competiveness and Anxiety in Adult Second Language Learning: Looking at and through the Diary Studies[G]/H W Seliger,M H Long.Classroom Oriented Research in Second Language Acquisition .Rowley M A:Newburg House,1983
[6] Horwitz EK, Horwitz MB, Cope JA, Foreign Language Classroom Anxiety, Mod Lang J, 1986,70:125-132
[7] Krashen S. Second Language Anxiety and Second Language Leaming[M].Oxford:Pergamon Press: 1981
[8] Krashen S.Principles and Prastic in Second Language Learning Acquisition [M] London: Pergamon Press: 1982
[9] Jakobovits LA. Foreign language learning: A psycho-linguistic Analysis of the Issues, Rowley, Mass: Newbury Rouse Publishers, 1982
[10] Horwitz EK, "preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale." In to Language Anxiety ,In: Horwitz EK,Young DJ ,eds. Theory and Research to Classroom Implications. Englewood Cliffs :Prentice Hall, 1986
[11] 杨晋．英语学生焦虑感和听力理解的关系[J]．外语研究 2000．1．54-57．
[12] 周丹丹．二语课堂中的听力焦虑感和情感策略[J]．国外外语教学 2003．3．22-29．
[13] 陈秀玲．英语听力理解与焦虑状态的相关研究及对教学的启示[J]．外语电化教学2004．2．65-72．
[14] 刘燕妮．大学英语四级考试学生听力成绩与其焦虑程度的相关研究[J]．内蒙古师 范大学学报 2005．18(3)．98-100．
[15] 杜丽辉、唐雪粉．非英语专业学生听力焦虑现状的调查与研究[J]．温州职业技术学院学报2007．3(7)．23-26
[16] 郭蔚、曹霞．大学英语阅读教学中焦虑情感因素的分析及对策[J]．湖南第一师范学报 2006．12
[17] 黄冬梅．外语阅读焦虑与模糊容忍度的相关性研究[J]．湖北教育学院学报2006．11
[18] 张君、苏燕．英语学习中的阅读考试焦虑及其对策[J]．科技咨讯 2007(14)
[19] 陈劫．课堂焦虑感与口语水平的关系[J]山东外语教学，1996(4)：78-81．
[20] 郝玫，郝若平．英语成绩与成就动机状态焦虑的相关研究[J]．外语教学与研究，2001(33)：111-115．
[21] 张伶俐．网络环境下缓解外语焦虑感的口语教学模式研究[J]．中国地质大学学报，2006．6
[22] 戴锋慧．口译课堂内的焦虑研究[J]．内蒙古电大学刊，2007．4
[23] Horwitz EK, "preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale." In to Language Anxiety ,In: Horwitz EK, Young DJ ,eds. Theory and Research to Classroom Implications. Englewood Cliffs :Prentice Hall ,1991
[24] 中华人民共和国教育部．全日制义务教育课程标准[M]．北京：北京师范大学出版社，2001．
[25] 教育部基础教育司．全日制义务教育英语课程标准解读[M]．北京：北京师范大学出版社，2002．
[26] 朱智贤主编．心理学大词典[M]．北京师范大学出版社，1989版．
[27] 林崇得．发展心理学[M]，浙江教育出版社，2002，401．
[28] 汪琴．关于新建本科院校英语学习焦虑的定量研究[J]．，台州学院学报，2006
[29] Jakoborits,L.A. Foreign Language Leaming,A Psycholingistic Analysis of the Issues [M].Rowley,Mass.New Bury Blouse Publishers,1970
[30] 简巧红．英语学习的性别差异[J]，上海市第四中学学刊，2005
[31] 童小平、贡方舟、周洁．重庆市万州高级中学高三学生学习策略状况的调查研究[J]．北京师范大学学刊，2004
[2] Chastain,K. Affective and Ability Factors In Second Language Acquistion [J].Language Journal, 1978(21): 153-161
[3] Albert R,Haber R.Anxiety in Academic Achievements Situation[J].Journal of Abnormal and Social Psychology,1960(61)
[4] Brown HD. Affective Variables in Second Langage Acquisition [J].Language Learning 1973(23) 231-244.
[5] Bailey K M. Competiveness and Anxiety in Adult Second Language Learning: Looking at and through the Diary Studies[G]/H W Seliger,M H Long.Classroom Oriented Research in Second Language Acquisition .Rowley M A:Newburg House,1983
[6] Horwitz EK, Horwitz MB, Cope JA, Foreign Language Classroom Anxiety, Mod Lang J, 1986,70:125-132
[7] Krashen S. Second Language Anxiety and Second Language Leaming[M].Oxford:Pergamon Press: 1981
[8] Krashen S.Principles and Prastic in Second Language Learning Acquisition [M] London: Pergamon Press: 1982
[9] Jakobovits LA. Foreign language learning: A psycho-linguistic Analysis of the Issues, Rowley, Mass: Newbury Rouse Publishers, 1982
[10] Horwitz EK, "preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale." In to Language Anxiety ,In: Horwitz EK,Young DJ ,eds. Theory and Research to Classroom Implications. Englewood Cliffs :Prentice Hall, 1986
[11] 杨晋．英语学生焦虑感和听力理解的关系[J]．外语研究 2000．1．54-57．
[12] 周丹丹．二语课堂中的听力焦虑感和情感策略[J]．国外外语教学 2003．3．22-29．
[13] 陈秀玲．英语听力理解与焦虑状态的相关研究及对教学的启示[J]．外语电化教学2004．2．65-72．
[14] 刘燕妮．大学英语四级考试学生听力成绩与其焦虑程度的相关研究[J]．内蒙古师 范大学学报 2005．18(3)．98-100．
[15] 杜丽辉、唐雪粉．非英语专业学生听力焦虑现状的调查与研究[J]．温州职业技术学院学报2007．3(7)．23-26
[16] 郭蔚、曹霞．大学英语阅读教学中焦虑情感因素的分析及对策[J]．湖南第一师范学报 2006．12
[17] 黄冬梅．外语阅读焦虑与模糊容忍度的相关性研究[J]．湖北教育学院学报2006．11
[18] 张君、苏燕．英语学习中的阅读考试焦虑及其对策[J]．科技咨讯 2007(14)
[19] 陈劫．课堂焦虑感与口语水平的关系[J]山东外语教学，1996(4)：78-81．
[20] 郝玫，郝若平．英语成绩与成就动机状态焦虑的相关研究[J]．外语教学与研究，2001(33)：111-115．
[21] 张伶俐．网络环境下缓解外语焦虑感的口语教学模式研究[J]．中国地质大学学报，2006．6
[22] 戴锋慧．口译课堂内的焦虑研究[J]．内蒙古电大学刊，2007．4
[23] Horwitz EK, "preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale." In to Language Anxiety ,In: Horwitz EK, Young DJ ,eds. Theory and Research to Classroom Implications. Englewood Cliffs :Prentice Hall ,1991
[24] 中华人民共和国教育部．全日制义务教育课程标准[M]．北京：北京师范大学出版社，2001．
[25] 教育部基础教育司．全日制义务教育英语课程标准解读[M]．北京：北京师范大学出版社，2002．
[26] 朱智贤主编．心理学大词典[M]．北京师范大学出版社，1989版．
[27] 林崇得．发展心理学[M]，浙江教育出版社，2002，401．
[28] 汪琴．关于新建本科院校英语学习焦虑的定量研究[J]．，台州学院学报，2006
[29] Jakoborits,L.A. Foreign Language Leaming,A Psycholingistic Analysis of the Issues [M].Rowley,Mass.New Bury Blouse Publishers,1970
[30] 简巧红．英语学习的性别差异[J]，上海市第四中学学刊，2005
[31] 童小平、贡方舟、周洁．重庆市万州高级中学高三学生学习策略状况的调查研究[J]．北京师范大学学刊，2004