高职非英语专业学生英语焦虑与英语学习策略的相关研究
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摘要
高等职业技术教育是一种有别于高等学科教育的非常重要的教育形式,是面向社会培养应用型、技能型人才的教育类型,在我国的经济建设中具有非常重要的地位和作用。随着高等教育大众化进程的加快,高职学生已占到我国大学生总数的50%以上。然而,高职学生一方面具有普通高校学生的共性,而另一方面由于教学大纲、教学目的、学习环境等方面的差异,他们又具有不同于普通高校学生的特性。大部分学生来自农村,入学成绩较低,文化基础较差,普遍存在着学习积极性不高、学习目的不明确、缺乏自信心、对前途无望等现象,尤其是对英语学习更是不感兴趣,学习效果不佳。因此,非常有必要对这一庞大而又极容易被研究者忽视的特殊群体的英语焦虑和使用英语学习策略的情况加以研究,为广大从事高职语言教学的教师提供必要的理论帮助。
近年来,人们逐渐认识到语言学习的成功与否主要取决于学习者本人,于是语言教学理论研究的重点也逐渐由教师的“教”转移到学生的“学”上,其中尤为突出的是对影响外语学习的主、客观因素,包括情感因素和学习策略以及自主学习等的研究。在英语学习的过程中,影响英语学习成败的因素很多,其中英语焦虑是重要的情感因素,而学习策略作为学生认知方式和学习规律的反映,在学习中同样占有重要地位,对学生的语言发展有重要影响。许多研究表明,英语焦虑阻碍英语学习而英语学习策略对英语学习具有促进作用,运用恰当的学习策略可以提高英语学习效率,还可以降低焦虑程度。有研究结果显示,语言焦虑的克服,不能仅仅依靠教师改变教学方法及教学观念,有效地运用学习策略能有助于降低英语焦虑。然而,以前的一些相关研究大多是关于中学生及普通高校大学生的,那么高职学生英语焦虑和使用英语学习策略的现状如何呢?高职学生英语焦虑与英语学习策略之间的关系如何?高职学生英语焦虑和英语学习策略在不同被试变量上是否存在差异?本研究主要探讨这几个问题。
本研究以量的研究和质的研究相结合的方法对528名高职学生进行了调查分析。量的研究部分一是采用Horwitz等于1986年编制的“外语课堂焦虑量表”(FLCAS)来调查高职学生英语焦虑的状况,二是采用Oxford于1990年编制的语言学习策略量表(SILL)来调查高职学生使用英语学习策略的情况;质的研究部分则主要采用个别访谈的方法。研究结果表明:
1.高职学生的英语焦虑程度整体偏高。在英语焦虑的三个维度上,高职学生的测试焦虑最高。
2.高职学生使用英语学习策略的频率整体偏低。在英语学习策略的六个层面上,高职学生最常使用的是补偿策略,最不常使用的是记忆策略。
3.高职学生英语焦虑及英语学习策略在不同被试变量上存在显著差异。
4.高职学生英语焦虑与英语学习策略呈显著负相关。高职学生的英语焦虑程度与英语学习策略使用之间存在显著差异。
希望本研究能使高职院校的英语教师和学生进一步了解减少英语焦虑和适当使用英语学习策略在英语学习中的重要作用。教师可以考虑将策略培训融入到教学当中以降低学生的英语学习焦虑,帮助高职学生自主学习,提高英语学习效率。
The higher vocational and technical colleges in our country have been developing quickly in recent years. The higher vocational and technical education is quite different from any of the higher education in China, which undertakes the task of training qualified and applied technical workers to meet the needs of industries and enterprises .They play an active role in our socialist economic construction. As the popularization course of higher education is becoming quickly, the number of this special group accounts for over 50% of the total number of the college students in China. Moreover, the students of the higher vocational and technical colleges have their own characteristics which are completely different from those in the common universities and high schools in the learning process. Most of the students are from the countryside, and their entrance requirements are much lower than that of other college students, especially in Jiangxi province, and there are thin chances for them to get a desired job after graduation. Therefore, they have relatively weak learning motivation and different learning goals, lack of sufficient knowledge that they should have obtained in secondary or elementary school, and have little confidence in themselves for the future, especially feel no interest in learning the foreign language. In addition, up to now the special group is often neglected by the common researchers. There have been few studies on their learning, so it is necessary to make a survey on the situations of their English anxiety and levels of English learning strategies used by V&T students(the higher vocational and technical college students). This can contribute to know the current situations about their English anxiety and learning strategies as well as the relationship between them so that it will offer the help for the future English teaching.
In recent years, researchers in foreign language learning and teaching have shifted their attention from examing the methods of teaching to investigating the process of learning, because the studies of teaching methodology in the past decades have not proved effective enough. As a result, a lot of studies have been made on the factors affecting learners' learning process. As it is known to us that language learning is a very complicated process. During a foreign language learning, numerous learner variables are said to influence the success of language learning, among which, foreign language anxiety, as a significant variable in affective factors, occupies an important position and has a great impact on language learning; learning strategies, as the reflection of language learners' way of cognition and learning rules, also play a very important role and exert great influence on learners' language development.
Many researches find that there is the tendency that English anxiety has a negative effect on English learning whereas English learning strategies have positive effects on English learning if properly used. It is also found that foreign language anxiety may not be alleviated simply through certain teaching methodologies and the change of teachers' beliefs. Some research findings suggest that effective learning strategies may help reduce English anxiety. However, most of the previous studies are about the high school students or common university students. Then what about the current situations of English anxiety and English learning strategies for V&T students? What's the relationship between English anxiety and English learning strategies? Are there any differences of V &T students' English anxiety and English learning strategies under different background variables? These are what the present study is concerned with.
By the way of quantitative research and qualitative research, five hundred and twenty eight V&T students took part in the study as subjects. The quantitative research was carried out by using Foreign Language Classroom Anxiety Scale(FLCAS) which was designed by Horwitz et.al in 1986 to survey the current situation of English anxiety and Strategy Inventory For Language Learning (SILL) which was designed by Oxford in 1990 to survey the current situation of English learning strategies. The quanlitative research was carried out by case interviews.
Statistical analysis of the data yields the following findings:
1.The situation of V&T students' English anxiety is over middle level. Among the three components of English anxiety, the level of test anxiety is the highest.
2.The situation of V&T students' English learning strategies is under middle level. Among the six components of English learning strategies, compensation strategies were used the most frequently while memory strategies were used the least frequently.
3.Significant differences of the degrees of anxiety and the frequencies of strategies use in learning English were found among the V&T students under different background variables.
4.There are significant negative correlations between English anxiety and the overall use of language learning strategies as well as the use of all six categories of language strategies. More anxious students tend to use learning strategies less frequently.
It is expected that the findings of the present study will help foreign language teachers and students in higher vocational and technical colleges further understand the effects of foreign language anxiety and the use of language learning strategies on foreign language learning. English teachers can consider that learning strategies may be integrated into English curriculum to reduce students' anxiety and enable them to learn English more independently and effectively.
近年来,人们逐渐认识到语言学习的成功与否主要取决于学习者本人,于是语言教学理论研究的重点也逐渐由教师的“教”转移到学生的“学”上,其中尤为突出的是对影响外语学习的主、客观因素,包括情感因素和学习策略以及自主学习等的研究。在英语学习的过程中,影响英语学习成败的因素很多,其中英语焦虑是重要的情感因素,而学习策略作为学生认知方式和学习规律的反映,在学习中同样占有重要地位,对学生的语言发展有重要影响。许多研究表明,英语焦虑阻碍英语学习而英语学习策略对英语学习具有促进作用,运用恰当的学习策略可以提高英语学习效率,还可以降低焦虑程度。有研究结果显示,语言焦虑的克服,不能仅仅依靠教师改变教学方法及教学观念,有效地运用学习策略能有助于降低英语焦虑。然而,以前的一些相关研究大多是关于中学生及普通高校大学生的,那么高职学生英语焦虑和使用英语学习策略的现状如何呢?高职学生英语焦虑与英语学习策略之间的关系如何?高职学生英语焦虑和英语学习策略在不同被试变量上是否存在差异?本研究主要探讨这几个问题。
本研究以量的研究和质的研究相结合的方法对528名高职学生进行了调查分析。量的研究部分一是采用Horwitz等于1986年编制的“外语课堂焦虑量表”(FLCAS)来调查高职学生英语焦虑的状况,二是采用Oxford于1990年编制的语言学习策略量表(SILL)来调查高职学生使用英语学习策略的情况;质的研究部分则主要采用个别访谈的方法。研究结果表明:
1.高职学生的英语焦虑程度整体偏高。在英语焦虑的三个维度上,高职学生的测试焦虑最高。
2.高职学生使用英语学习策略的频率整体偏低。在英语学习策略的六个层面上,高职学生最常使用的是补偿策略,最不常使用的是记忆策略。
3.高职学生英语焦虑及英语学习策略在不同被试变量上存在显著差异。
4.高职学生英语焦虑与英语学习策略呈显著负相关。高职学生的英语焦虑程度与英语学习策略使用之间存在显著差异。
希望本研究能使高职院校的英语教师和学生进一步了解减少英语焦虑和适当使用英语学习策略在英语学习中的重要作用。教师可以考虑将策略培训融入到教学当中以降低学生的英语学习焦虑,帮助高职学生自主学习,提高英语学习效率。
The higher vocational and technical colleges in our country have been developing quickly in recent years. The higher vocational and technical education is quite different from any of the higher education in China, which undertakes the task of training qualified and applied technical workers to meet the needs of industries and enterprises .They play an active role in our socialist economic construction. As the popularization course of higher education is becoming quickly, the number of this special group accounts for over 50% of the total number of the college students in China. Moreover, the students of the higher vocational and technical colleges have their own characteristics which are completely different from those in the common universities and high schools in the learning process. Most of the students are from the countryside, and their entrance requirements are much lower than that of other college students, especially in Jiangxi province, and there are thin chances for them to get a desired job after graduation. Therefore, they have relatively weak learning motivation and different learning goals, lack of sufficient knowledge that they should have obtained in secondary or elementary school, and have little confidence in themselves for the future, especially feel no interest in learning the foreign language. In addition, up to now the special group is often neglected by the common researchers. There have been few studies on their learning, so it is necessary to make a survey on the situations of their English anxiety and levels of English learning strategies used by V&T students(the higher vocational and technical college students). This can contribute to know the current situations about their English anxiety and learning strategies as well as the relationship between them so that it will offer the help for the future English teaching.
In recent years, researchers in foreign language learning and teaching have shifted their attention from examing the methods of teaching to investigating the process of learning, because the studies of teaching methodology in the past decades have not proved effective enough. As a result, a lot of studies have been made on the factors affecting learners' learning process. As it is known to us that language learning is a very complicated process. During a foreign language learning, numerous learner variables are said to influence the success of language learning, among which, foreign language anxiety, as a significant variable in affective factors, occupies an important position and has a great impact on language learning; learning strategies, as the reflection of language learners' way of cognition and learning rules, also play a very important role and exert great influence on learners' language development.
Many researches find that there is the tendency that English anxiety has a negative effect on English learning whereas English learning strategies have positive effects on English learning if properly used. It is also found that foreign language anxiety may not be alleviated simply through certain teaching methodologies and the change of teachers' beliefs. Some research findings suggest that effective learning strategies may help reduce English anxiety. However, most of the previous studies are about the high school students or common university students. Then what about the current situations of English anxiety and English learning strategies for V&T students? What's the relationship between English anxiety and English learning strategies? Are there any differences of V &T students' English anxiety and English learning strategies under different background variables? These are what the present study is concerned with.
By the way of quantitative research and qualitative research, five hundred and twenty eight V&T students took part in the study as subjects. The quantitative research was carried out by using Foreign Language Classroom Anxiety Scale(FLCAS) which was designed by Horwitz et.al in 1986 to survey the current situation of English anxiety and Strategy Inventory For Language Learning (SILL) which was designed by Oxford in 1990 to survey the current situation of English learning strategies. The quanlitative research was carried out by case interviews.
Statistical analysis of the data yields the following findings:
1.The situation of V&T students' English anxiety is over middle level. Among the three components of English anxiety, the level of test anxiety is the highest.
2.The situation of V&T students' English learning strategies is under middle level. Among the six components of English learning strategies, compensation strategies were used the most frequently while memory strategies were used the least frequently.
3.Significant differences of the degrees of anxiety and the frequencies of strategies use in learning English were found among the V&T students under different background variables.
4.There are significant negative correlations between English anxiety and the overall use of language learning strategies as well as the use of all six categories of language strategies. More anxious students tend to use learning strategies less frequently.
It is expected that the findings of the present study will help foreign language teachers and students in higher vocational and technical colleges further understand the effects of foreign language anxiety and the use of language learning strategies on foreign language learning. English teachers can consider that learning strategies may be integrated into English curriculum to reduce students' anxiety and enable them to learn English more independently and effectively.
引文
[1]教育部高等教育司.高职高专教育英语课程教学基本要求(试行)[Z].北京:高等教育出版社,2000:1-3.
[1]为了保证引用文献的准确性.本文将交替使用“语言焦虑”、“外语焦虑”及“英语焦虑”等术语。
[2]为了保证引用文献的准确性,本文将交替使用“语言学习策略”、“外语学习策略”及“英语学习策略”等术语。
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[1]为了保证引用文献的准确性.本文将交替使用“语言焦虑”、“外语焦虑”及“英语焦虑”等术语。
[2]为了保证引用文献的准确性,本文将交替使用“语言学习策略”、“外语学习策略”及“英语学习策略”等术语。
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