中国高中学生英语学习焦虑调查研究
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摘要
纵观国内外外语教学的历史，其注意的焦点都在学习和掌握外语的认知过程上，而情感过程则长期受到忽视。七十年代以来国外开始了对教与学中情感因素的大量研究。我们要提高外语教学水平，不仅应该从认知方面，而且还应该从情感方面去认识外语学习过程的本质，探索外语教学的科学途径。
焦虑(anxiety)是人担心可怕的、有害的事情就要发生，或感受到对其自身或自尊带来威胁时而产生的一种紧张和忧虑的情绪体验。学生在学习和交际使用外语时常常带有紧张、畏惧心理，有的甚至从恐惧发展到厌恶。外语学习焦虑就是外语学习中各种消极情感反应和心理不适的集合，是外语学习诸多情感因素中重要变量之一。但情感因素在中国高中生课堂上的作用并没有引起足够的重视，焦虑对高中学生语言学习的影响还有待调查研究。基于此，作者对高中生的语言焦虑现象进行了探讨，研究内容集中在四个方面：学生的焦虑程度及其差异、焦虑对英语学习的影响、高中生的焦虑源以及相应的解决策略。
本文首先回顾了国内外对焦虑研究的状况，据此采用定量研究和定性研究相结合的方式展丌本课题研究。定量研究以问卷为依据，内容涉及学生的个人背景、Horwitz等设计的外语课掌焦虑量表；定性研究通过师生访谈旨在补充验证定量研究的结果。
研究结果表明：首先，有近半数高中生语言焦虑较为严重，而且学生的焦虑越高，学业成绩越低，也就是两者呈负相关：其次，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、班级、自尊、个性等。然后根据问卷及访淡结果，结合国内外研究成果，从中国的文化背景、高中英语教学的环境出发，从而深入分析出高中英语焦虑源的原因，即，学习者的个性、自尊、冒险性以及对语言的模糊容忍度，同时不能忽略了师生都存在的对英语教学和学习的误区：高中生语言焦虑客观的环境因素来自课堂教学、师生互动、同学之间的相互竞争、家庭和社会的压力。在分析成因的基础上，我提出了与焦虑成因相对应的教学策略以及对普通高中英语教学的启示。
本研究为中国外语教师和研究者们进一步分析焦虑问题提供了一定的数据依据，高中生普遍存在焦虑现象并极大地影响着英语学习，英语教师应关注语言
In the history of educational research, much attention had been paid to the cognitive process of foreign language learning rather than to the emotional factors functioning during the course of learning until recently, in the 1970s, a number of researches were undertaken on the emotional elements in foreign language teaching and learning. Educator should try to reveal the nature of foreign language teaching and learning form both the cognitive aspect and the emotional aspect in order to explore a scientific, efficient way of foreign language teaching.
Anxiety is a state of apprehension, uncertainty, and fear resulting from the anticipation of a realistic or fantasized threatening event or situation, often impairing physical and psychological functioning. Students often feel nervous or fearful; some becomes weary of learning, even drop out. Foreign language anxiety, as one variable of the most important emotional factors, is a combination of many kinds of negative emotional states. However, affective variables have not attracted much attention in Chinese EFL teaching and few studies have been carried out about the students' exact experiences of anxiety in EFL classroom. Much research is needed to investigate the effect of anxiety on high school students' EFL learning. It is owing to these factors that I made a study of the senior middle students' language anxiety. The research mainly focuses on four aspects, including students' different levels of anxiety in EFL classroom, the relationship between language anxiety and outcomes, potential sources of anxiety, and the strategies to reduce language anxiety.
The thesis starts by reviewing the previous and current research on anxiety both abroad and in China. On the basis of fruitful western research in language anxiety. I conducted a study on language anxiety of middle school students. The research methods I adopted in this study consisted of both quantitative and qualitative surveys. In the quantitative study. a foreign language anxiety scale (FLAC) designed by Horwitz (1986) was used to measure the anxiety level of senior middle school students. In the qualitative study, I interviewed students and English teachers so as to
焦虑(anxiety)是人担心可怕的、有害的事情就要发生，或感受到对其自身或自尊带来威胁时而产生的一种紧张和忧虑的情绪体验。学生在学习和交际使用外语时常常带有紧张、畏惧心理，有的甚至从恐惧发展到厌恶。外语学习焦虑就是外语学习中各种消极情感反应和心理不适的集合，是外语学习诸多情感因素中重要变量之一。但情感因素在中国高中生课堂上的作用并没有引起足够的重视，焦虑对高中学生语言学习的影响还有待调查研究。基于此，作者对高中生的语言焦虑现象进行了探讨，研究内容集中在四个方面：学生的焦虑程度及其差异、焦虑对英语学习的影响、高中生的焦虑源以及相应的解决策略。
本文首先回顾了国内外对焦虑研究的状况，据此采用定量研究和定性研究相结合的方式展丌本课题研究。定量研究以问卷为依据，内容涉及学生的个人背景、Horwitz等设计的外语课掌焦虑量表；定性研究通过师生访谈旨在补充验证定量研究的结果。
研究结果表明：首先，有近半数高中生语言焦虑较为严重，而且学生的焦虑越高，学业成绩越低，也就是两者呈负相关：其次，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、班级、自尊、个性等。然后根据问卷及访淡结果，结合国内外研究成果，从中国的文化背景、高中英语教学的环境出发，从而深入分析出高中英语焦虑源的原因，即，学习者的个性、自尊、冒险性以及对语言的模糊容忍度，同时不能忽略了师生都存在的对英语教学和学习的误区：高中生语言焦虑客观的环境因素来自课堂教学、师生互动、同学之间的相互竞争、家庭和社会的压力。在分析成因的基础上，我提出了与焦虑成因相对应的教学策略以及对普通高中英语教学的启示。
本研究为中国外语教师和研究者们进一步分析焦虑问题提供了一定的数据依据，高中生普遍存在焦虑现象并极大地影响着英语学习，英语教师应关注语言
In the history of educational research, much attention had been paid to the cognitive process of foreign language learning rather than to the emotional factors functioning during the course of learning until recently, in the 1970s, a number of researches were undertaken on the emotional elements in foreign language teaching and learning. Educator should try to reveal the nature of foreign language teaching and learning form both the cognitive aspect and the emotional aspect in order to explore a scientific, efficient way of foreign language teaching.
Anxiety is a state of apprehension, uncertainty, and fear resulting from the anticipation of a realistic or fantasized threatening event or situation, often impairing physical and psychological functioning. Students often feel nervous or fearful; some becomes weary of learning, even drop out. Foreign language anxiety, as one variable of the most important emotional factors, is a combination of many kinds of negative emotional states. However, affective variables have not attracted much attention in Chinese EFL teaching and few studies have been carried out about the students' exact experiences of anxiety in EFL classroom. Much research is needed to investigate the effect of anxiety on high school students' EFL learning. It is owing to these factors that I made a study of the senior middle students' language anxiety. The research mainly focuses on four aspects, including students' different levels of anxiety in EFL classroom, the relationship between language anxiety and outcomes, potential sources of anxiety, and the strategies to reduce language anxiety.
The thesis starts by reviewing the previous and current research on anxiety both abroad and in China. On the basis of fruitful western research in language anxiety. I conducted a study on language anxiety of middle school students. The research methods I adopted in this study consisted of both quantitative and qualitative surveys. In the quantitative study. a foreign language anxiety scale (FLAC) designed by Horwitz (1986) was used to measure the anxiety level of senior middle school students. In the qualitative study, I interviewed students and English teachers so as to
引文
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