焦虑在英语学习中的作用
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摘要
焦虑是变态情绪之一，又称心理异常，它是指个体由于预期不能达到目标或者不能克服障碍的威胁，使得其自尊心与自信心受挫，或使失败感和内疚感增加而形成的紧张不安、带有恐惧感的情绪状态。在欧美国家，早在40-50年代，焦虑就是教育心理学的研究以及实践中关注的焦点。进入二十世纪八十年代之后，二语习得研究取得了长足进展。许多研究都对学习中存在的情感变量与外语学习之间的关系有了比较一致的看法。焦虑被认为是最关键的心理变量之一，而语言焦虑是语言学习所特有的一种复杂的心理现象。这些研究的结果表明，外语学习焦虑不是一般的课堂焦虑转移到外语学习中的焦虑，而是由语言学习过程的独特性引起的与语言课堂学习有关的一种特有的、复杂的自我形象、信念、感觉以及行为。因此外语学习焦虑成为外语研究专家以及外语教学工作者关注的焦点。
早期欧美国家的研究表明外语焦虑和外语成绩、自我水平评估以及动机之间存在持续的负相关。在这些研究中，期末考试成绩以及水平考试成绩通常被用来衡量外语成绩。而在考试中学生会受到考试焦虑的影响。本文在山西农业大学以英语作为外语的环境下，在学生没有考试压力的前提下，探索英语焦虑和英语成绩之间的关系，进一步明确英语焦虑与自我水平评估以及英语学习动机之间的关系，同时挖掘学生英语学习焦虑的根源。在此基础上，提出一些降低学生英语学习焦虑的实用策略。
长期以来，我国的英语专家和教师早已意识到英语学习焦虑在英语学习中的负作用，然而，英语学习焦虑和英语成绩之间的相关关系的实证研究甚少，对焦虑与自我水平评估以及英语学习动机之间的关系也不太明确。本文在综述国内外相关研究的前提下，采用一个由“背景问卷”以及经过改编的“外语课堂学习焦虑”、“第二语言写作焦虑”、“外语阅读焦虑”和“外语学习调查”组成的问卷调查，以及一套最新的全国四级统考试题和一个口语测试，通过对山西农业大学89位同学的调查和无考试压力的状态下进行测试，探索大学生英语学习焦虑与英语成绩、自我水平评估以及英语学习动机之间的关系。在使用SAS软件利用皮尔逊相关系
数对回收问卷进行了英语学习焦虑与英语听、说、读、写四技能以及英语学习动
机之间相关关系的测定后，得出如下结果：学生在没有考试压力的状态下，英语
学习焦虑与英语听、说、读、写四技能以及英语学习动机之问存在负相关。同时
根据自我水平的评估，对不同水平学生的焦虑值以及成绩的平均值进行比较分析，
得出焦虑与自我水平评估之间存在负相关。对产生焦虑的根源及原因，本文亦作
了具体详细的分析。
本文的实践部分旨在将理论研究成果应用于英语教学，以期帮助学生有效地克
服英语学习焦虑，创造一个低焦虑的课堂环境。
Previous studies in Europe and America have shown persistent negative correlations among foreign language learning anxiety, foreign language achievements, self-perceived proficiency and motivation. And they usually use course grades as achievement measures. This research paper examined the above correlations in a context of English as a foreign language in China under a relax situation. At the same time, it explored sources of students' English learning anxiety. On this base, some practical strategies were put forward to reduce Chinese students' English learning anxiety.
English researchers and teachers in China have noticed the negative effects of anxiety for long time. However, only a few empirical studies have been conducted to show the correlations between English learning anxiety and English achievements. This investigation used a questionnaire, which comprised the adapted Foreign Language Classroom Anxiety Scale (the FLCAS), the Second Language Writing Anxiety Test (the SLWAT) and the Foreign Language Reading Anxiety Scale (the FLRAS) a CET Band-4 exam paper and an oral exam to examine empirically the correlations between the language-skill-specific anxieties and specific language skills (e.g., the SLWAT with writing achievement) under a relax situation. In order to decide the correlations among anxiety, self-perceived proficiency and motivation, a background questionnaire and a Language Study Survey (LSS) were also constructed. Eighty-nine students in Shanxi Agricultural University completed the anxiety questionnaire, the background questionnaire and the LSS. The coll
ected data were dealt with statistically by using the SAS system to find the above correlations. The findings suggested that English anxiety is persistently negatively correlated with English achievements, self-perceived proficiency and motivation. The sources and
reasons of their anxiety were also analyzed in details.
The pedagogical part of this paper was aimed at applying the theoretical results to English teaching in China to create a low-anxiety classroom environment. The findings of the review and the results of the study indicate that these strategies would be effective in foreign language classroom.
早期欧美国家的研究表明外语焦虑和外语成绩、自我水平评估以及动机之间存在持续的负相关。在这些研究中，期末考试成绩以及水平考试成绩通常被用来衡量外语成绩。而在考试中学生会受到考试焦虑的影响。本文在山西农业大学以英语作为外语的环境下，在学生没有考试压力的前提下，探索英语焦虑和英语成绩之间的关系，进一步明确英语焦虑与自我水平评估以及英语学习动机之间的关系，同时挖掘学生英语学习焦虑的根源。在此基础上，提出一些降低学生英语学习焦虑的实用策略。
长期以来，我国的英语专家和教师早已意识到英语学习焦虑在英语学习中的负作用，然而，英语学习焦虑和英语成绩之间的相关关系的实证研究甚少，对焦虑与自我水平评估以及英语学习动机之间的关系也不太明确。本文在综述国内外相关研究的前提下，采用一个由“背景问卷”以及经过改编的“外语课堂学习焦虑”、“第二语言写作焦虑”、“外语阅读焦虑”和“外语学习调查”组成的问卷调查，以及一套最新的全国四级统考试题和一个口语测试，通过对山西农业大学89位同学的调查和无考试压力的状态下进行测试，探索大学生英语学习焦虑与英语成绩、自我水平评估以及英语学习动机之间的关系。在使用SAS软件利用皮尔逊相关系
数对回收问卷进行了英语学习焦虑与英语听、说、读、写四技能以及英语学习动
机之间相关关系的测定后，得出如下结果：学生在没有考试压力的状态下，英语
学习焦虑与英语听、说、读、写四技能以及英语学习动机之问存在负相关。同时
根据自我水平的评估，对不同水平学生的焦虑值以及成绩的平均值进行比较分析，
得出焦虑与自我水平评估之间存在负相关。对产生焦虑的根源及原因，本文亦作
了具体详细的分析。
本文的实践部分旨在将理论研究成果应用于英语教学，以期帮助学生有效地克
服英语学习焦虑，创造一个低焦虑的课堂环境。
Previous studies in Europe and America have shown persistent negative correlations among foreign language learning anxiety, foreign language achievements, self-perceived proficiency and motivation. And they usually use course grades as achievement measures. This research paper examined the above correlations in a context of English as a foreign language in China under a relax situation. At the same time, it explored sources of students' English learning anxiety. On this base, some practical strategies were put forward to reduce Chinese students' English learning anxiety.
English researchers and teachers in China have noticed the negative effects of anxiety for long time. However, only a few empirical studies have been conducted to show the correlations between English learning anxiety and English achievements. This investigation used a questionnaire, which comprised the adapted Foreign Language Classroom Anxiety Scale (the FLCAS), the Second Language Writing Anxiety Test (the SLWAT) and the Foreign Language Reading Anxiety Scale (the FLRAS) a CET Band-4 exam paper and an oral exam to examine empirically the correlations between the language-skill-specific anxieties and specific language skills (e.g., the SLWAT with writing achievement) under a relax situation. In order to decide the correlations among anxiety, self-perceived proficiency and motivation, a background questionnaire and a Language Study Survey (LSS) were also constructed. Eighty-nine students in Shanxi Agricultural University completed the anxiety questionnaire, the background questionnaire and the LSS. The coll
ected data were dealt with statistically by using the SAS system to find the above correlations. The findings suggested that English anxiety is persistently negatively correlated with English achievements, self-perceived proficiency and motivation. The sources and
reasons of their anxiety were also analyzed in details.
The pedagogical part of this paper was aimed at applying the theoretical results to English teaching in China to create a low-anxiety classroom environment. The findings of the review and the results of the study indicate that these strategies would be effective in foreign language classroom.
引文
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