焦虑现状

国内外外语学习焦虑的研究现状综述

摘要：本文梳理了国内外对外语学习焦虑的文献，描述了焦虑对英语学习所产

生的研究成果与研究现状。

一、焦虑的含义

根据《现代汉语辞典》和《辞海》的解释，焦虑是指处于紧张、担忧的状态和特质，是个体对某件是或问题感到忧惧或烦恼的情绪状态。心理学家把焦虑分为状态焦虑(state anxiety) 和特质焦虑(trait anxiety)。前者指的是遇到具体问题面对某一特定的情景或事件才产生的一种焦虑，是一种心理状态，可随着时间的流逝而消失。后者指的是有些人具有焦虑倾向，对一些本不应当产生焦虑的事情，容易产生焦虑，是一种心理素质。焦虑常常与不自在、沮丧、自我怀疑相联系（Brown1994,P14）。Stern 曾提出“情感对外语教学的作用至少与认知因素同等重要，甚至更为重要”。

二、国内外外语学习焦虑已有研究成果

国外对焦虑做了大量的研究，并取得了很多成就。最有代表性的是美国Horwit 教授，Horwitz MacIntyre & Gardner(1986) 最先把外语学习焦虑看作是外语学习中的一种单独的、特别的现象。

1、导致学生学习焦虑的因素分析

有学者认为导致学生焦虑的因素是多方面的, 个人的性格, 自我概念外语基础知识与能力、文化背景知识以及环境等。也有学者认为应试教学的目标，教师的教学方式，学生的经济状况，学生的学习动机和性格特点都是造成学生学习焦虑的诱因。Horwitz 认为自尊是诱发焦虑的一个重要原因。外语学习会对人的自尊构成威胁，因为只有在外语课堂上才会出现学生们一张口就出错的现象，所以许多学生担心出错后会引起别人的讥笑，从而丢失自己的面子和尊严。Young 在回顾前人对焦虑的研究基础上，总结了导致焦虑产生的六大原因：1. 学习者自身及相互之间的因索，主要指学习者之间的相互竞争及学习者对自己的期望过低。2. 学习者对学习语言的看法，如果这种看法是错误的，会诱发焦虑。3. 教师对怎样教语言的看法，教师关于教语言的看法也会导致焦虑情绪的产生。如教师在课堂上不断纠正学生的错误，学生会产生畏惧心理而害怕发言。4. 教师与学生之间的关系。5. 课堂活动；如学生在课堂上被单独叫起来回答问题很容易导致焦虑产生。6. 语言测试。不管是测试项目还是形式都会让学生感到焦虑。通过对上述产生外语课堂学习焦虑的原因的分析，可以归纳为三类：1. 学习者自身的心理素质和对语言学习的认识；例如学习者面对压力时的处理方式会直接影响到2. 学习者与教师间的课堂关系；3. 来自管理者等外界对评价结果的错误解释和利用。对于学生课堂学习活动不正确的评价或者偏见会导致学生对课堂学习的兴趣和动力。

2、外语学习焦虑对外语学习的影响

关于焦虑与外语学习的关系目前尚没有统一的认识。Howitz、MacIntyre 等认为焦虑是导致外语学习成绩差的原因之一，而Sparks&Ganschow 则认为是由于外语学习者成绩差导致学习者外语学习的焦虑。Horwitz 认为促进型焦虑只适用于较简单的外语学习任务。而妨碍型焦虑（debilitating anxiety）对学生的学业成绩、考试成绩、口头和书面表达能力、自信心、自尊心等都存在负面影响，不仅会影响学生们的课

堂参与度而且还可能导致学生用逃避学习的方式来回避焦虑。Young 发现外语学习焦虑的典型外在行为表现为“语音变调：不能正常地发出语言的语音和节奏；站起来回答问题时有‘冻僵’的感觉；忘掉才学过不久的词汇；根本说不出话，只是保持沉默不语甚至逃课”等等。可以看出，学者们将外语学习焦虑对外语学习的影响主要归纳为体现在学习者的学习动机、学习行为和身体反应方面。Horwits 等（1986）设计了外语课堂焦虑量表（foreign language classroom anxiety scale）, 简称FLCAS。许多国外的研究者都采用了这一量表，他们以不同语言的学习者为研究对象，但大多都得出一致的结果，即外语焦虑与外语学习成绩呈负相关。国内学者也做了一些相关的研究，但是对于焦虑的影响也没有取得一致的看法。薛利芳的研究认为英语学习焦虑对学生的听、说、读、写能力的确有负面影响；发现外语学习焦虑与听力成绩无显著相关。与此同时，国内学者王立飞则认为有益焦虑是一个积极因素，是诸多通往成功的关键因素之一，它与竞争紧密相连。适度对完成语言学习任务的害怕和担心，是非常必要的，而且也是应当受到鼓励的。参考文献：[1] 高越：《非英语专业大学生外语学习情感因素定量分析》，《山西农业大学学报》( 社会

科学版)，第4 卷( 第

3 期) 000446。

[2] 唐美玲：《非英语专业本科生英语课堂焦虑的调查

和研究》，《太原师范学院学报》( 社会科学版)，2005 年3 月

1.Young D Language anxiety from the foreign language specialists' perspective:Interviews

with Krashen,Omaggio Hadley,Terrell,and Rardin 1992

2.Young D Creating a low-anxiety classroom environment:What does language anxiety research

suggest? 1991

3.Young D The relationship between anxiety and foreign language oral proficiency ratings

1986

4.Horwitz E;M. Horwitz;J. Cope Foreign language classroom anxiety 1991

5.Horwitz E Preliminary evidence for the reliability and validity of a foreign language

anxiety scale 1986

6.Gardner R Social Psychology and Second Language Learning: The role of attitude and

motivation 1985

7.Foss k;A.Reitzel A relational model for managing second language anxiety 1988

8.Ely C An analysis of discomfort, risk-taking, sociability and motivation in the L2

classroom 1986

9.Daly J;L. Stafford Correlates and consequences of social-communicative anxiety 1984

10.Culler R;C Holahan Test anxiety and academic performance: The effects of

study-related behaviors [外文期刊] 1980 DOI:10.1037/0022-0663.72.1.16

焦虑问题研究现状综述

摘要：对焦虑产生的原因从理论上进行深入探讨并在此基础上全面分析研究调查结果，有助于我们认识焦虑

的性质及其发展形势，以积极地指导人们减轻和治疗焦虑症。

关键词：焦虑问题；减轻；治疗

一、引言

随着生活节奏的加快，社会竞争的加剧，生态环境的恶化，人际关系的冷漠，每一个人在日常生活中都会感到担心、害怕和焦虑。21世纪，“焦虑”已经成为人们关注和重视的最重要的话题之一。对焦虑产生的原因从理论上进行深入探讨并在此基础上全面分析研究调

查结果，有助于我们认识焦虑的性质及其发展形势，以积极地指导人们减轻和治疗焦虑症。

二、关于焦虑问题的研究现状

（一）精神分析论理论

关于焦虑的精神分析起始于Freud，他最初认为焦虑是一种直接释放力的力，比较多的能量受到阻碍时的另一种表达方式，即本我是焦虑的根源，他后来又改变了看法，认为焦虑是自我的一种警告，预示着不好的事情就要发生了。Freud认为基本焦虑的发展是重要的。所谓基本焦虑包括：出生创伤，母亲的失去或离开，不可控制的冲动或可能出现的危险。因为所有这些精神枷锁是不可抗拒的，人们就会感到无助和被动，焦虑的情绪就会自动地产生。因此，在Freud的理论中，焦虑既是遗传的又是习得的。

（二）行为主义理论

关于焦虑的行为理论起源于Pavlov和Watson的学习理论，他们的理论主要为了解释惩罚，即有机体通过某种调节机制逃避有害的刺激，这种调节机制就是恐惧或焦虑。只要原始的冲动或过度的刺激含有有害成分，就可能导致焦虑的产生。一旦焦虑形成，它就会作为次

级冲动发挥作用，或者是通过减少冲动而形成新的行为方式。同精神分析论一样，他们认为焦虑是独立于行为或思想的。Mower，Dollard和Miller发展了这个理论，认为冲动的减少导致了反应的发生，强化它就可以增加反应出现的可能性，恐惧是一种重要的习得的或次级的冲动。Mower认为焦虑是恐惧的一种特殊形式，当恐惧源是模糊的或是受压抑的，就表现为焦虑。

（三）生理学理论

焦虑的生理学和神经生理学论大部分是建立在阐述与一般的情绪和特殊的情绪（恐惧/惊慌/焦虑）有关的中枢神经系统的基础之上，而且大部分是通过实验研究来加深我们对焦虑的理解。Gray提出了一个复杂的隔膜———海马系统作为焦虑（和其他情绪）的基础，这个系统尤其在情绪和认知之间的交接面上起作用。他发现隔膜———海马系统的损伤与治疗焦虑的药物具有同样的作用。我国学者研究发现大脑皮层情绪控制功能减弱，交感神经系统功能亢进与焦虑有关。

（四）现象学/存在主义理论

150年前Kirkegaard认为焦虑是一个人自然出现的状态。一个人的成长发育是自由的，也就是对生命存在可能性的意识。Fisher从现象学的或经验角度理解焦虑，并试图把以前的理论综合在一起。Fisher认为焦虑不仅来自担忧的经验而且来自与自己和其他人的焦虑经

验。

（五）认知理论

认知理论着重阐述焦虑的概念化问题。Michuel、Eysenck提出认知系统是通往生理系统的大门。因此在理解焦虑时，要同时考虑到这两个系统。

三、关于焦虑问题近年来的研究成果

王康才的外语焦虑（FLCAS）在大学生中的测试发现：我国大学生外语焦虑主要包括担心、紧张不安、害怕说英语和害怕课堂：我国非英语专业的大学生外语学习水平显著低于国外学习其他外语的大学生，这可能跟他们外语学习的经验有关。郑希付、高宏章对考试焦虑的认知因素研究表明，考试焦虑倾向与将自己成功与偶然因素和运气相联系，将失败与命运、能力等恒定因素相联系。而且考试焦虑者倾向于利己主义的失败归因倾向，如归因于学校、家庭和自己的情绪。

四、焦虑问题研究的新趋势

掌握回避目标与更高的考前焦虑相连，这是高考前出现的特有现象，还有普遍存在的一般现象或是我国特有的文化现象有待进一步研究。单科成绩中，只有英语与考前焦虑出现显著负相关，焦虑对考试成绩的影响可能存在学科效应，这是值得进一步研究的问题。考试焦虑水

平存在性别差异，目前的一些调查结果还不一致，这是否与研究对象或使用工具有关，还有待进

一步探究。

参考文献：

[1]王才康.外语焦虑量表（FLCAS）在大学生中的测试报告[J].

心理科学，2003，（2）.

[2]李焰，张世彤，王极盛.中学生考试焦虑影响因素的问卷编

制[J].心理科学，2003，（2）.

[3]郑希付，高宏章.考试焦虑的认知因素研究[J].心理科学，

2003，（1）.

[4]刘惠军，郭德俊.考前焦虑、成就目标和考试成绩关系的研

究[J].2003，（2）.

[5]黄高贵，吴燕，张丽琼.高考学生考试焦虑性别差异的探讨

[J].健康心理学杂志，2003，（2）.

国内外外语学习焦虑研究综述

摘要：本文简单介绍了焦虑的分类，阐述了国外对外语学习焦虑研究的一些进程，并对国内外语学习

焦虑的研究现状进行了概述。

关键词：阐述；外语学习焦虑；进程；概述

A Review of Studies on Foreign Language Learning Anxiety at Home and Abroad Abstract: This paper introduces the classification of anxiety briefly. It presents the process of the studies of foreign language anxiety at home and Abroad and summarizes present situation.

Keywords: present; foreign language anxiety; process; summarize

1 引言

在过去的三、四十年里，国内外关于外语教学的研究已经从由单纯研究学习者的认知功能扩大到学习者的个性、情感等对外语学习过程及其结果的影响。许多研究者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变量之一，是语言学习中最大的情感障碍之一(Jane Arnold, 2005)。近几十年来，国内外就焦虑与外语学习之间关系的研究大量涌现，本文旨在对过去有关焦虑与外语学习之间关系的研究进行回顾与总结。

2 国外语言学习焦虑研究发展回顾

早在20 世纪40- 50 年代, 焦虑是教育心理学研究焦点,如Sarason 等从教育心理学的角度编写了“考试焦虑”测量表。到60 年代,研究高焦虑与学生学习成绩之间关系的研究人员大量涌现。到了70 年代，语言学习的焦虑问题倍受学术界关注。关于语言学习焦虑的研究大致可分为两个阶段:第一阶段是早期从20 世纪四十年代到1985 年。外语学习焦虑的研究始于二十世纪四十年代教育心理学领域。早期，没有出现语言焦虑或外语焦虑这样的术语，焦虑只是二语习得研究的一个附属物。比如，Wittenborn，Larsen and Mogil (1945)的一篇关于语言学习者学习习惯的实证研究中，焦虑只是该研究使用具有85 项题目的量表中的

一项。到了70 年代，语言学习的焦虑问题越来越受学术界关注。美国心理学家Charles D·Spielberger 在1972 年提出，焦虑可分为特质焦虑和状态焦虑。Chaistain (1975) 研究了特质焦虑和考试焦虑与几种外语成绩的关系。Schuster &Martin(1980)研究了特质焦虑与词汇学习的关系。Young (1986)调查了状态焦虑与口语的关系。之后，出现好几个测量特质焦虑和状态焦虑的量表，其中以Manifest Anxiety Scale 和State- Trait Anxiety Inventory 最著名(Macintyre, 1991)。然而，特质焦虑和状态焦虑的区分遭到一些学者的批评。Macintyre& Gardner( 1991)认为如果特质焦虑不与具体的情景结合起来考虑将毫无意义。例如在同样一种情境中，有人可能容易焦虑，有人则不感到焦虑，这也是一种人格特征上的差异。状

态焦虑的区分遭到置疑是因为它忽视了造成焦虑的原因。我们知道，导致学习者在某种情景下紧张情绪的原因是多种的，然而状态型焦虑的分法无法得知何种原因导致在这种情景中产生焦虑。因此，一些焦虑研究者就这种情况提出了情景型焦虑这种分法。情景型焦虑可被看作是特质焦虑在某一具体的情景下所激发的焦虑情绪。Gardner、Clement 和Smythe(1976)在研究中采用了情景型焦虑并研制了与之对应的焦虑量表－法语课堂焦虑表。但该量表的测量方法主要针对在加拿大学法语的加拿大学生, 具有很强的特殊社会文化色彩, 并不适用于其他外语学习者(Horwitz et al.,1986)。早期的研究虽然引起了外语教育界对焦虑问题的重视,但由于当时缺乏高信度、高效度的焦虑量表进行调查,因此

没能发现焦虑与语言学习的明确的关系(Aida, 1994)。Scovel(1978)也指出，“之所以未能发现焦虑与语言学习的明确的关系这至少是部分地由于焦虑测量工具的不统一而导致”。

因此在这期间对语言学习焦虑的研究是分散的，非结论性的。虽然早期有关焦虑的研究是分散的，非结论性的，但给外语学习焦虑的研究奠定了基础。第二阶段是从1986 年到现在。

早期语言焦虑研究结果不理想，原因之一在于没有把语言学习焦虑与其他一般情境焦虑区分开来，但主要原因是缺乏高信度、高效度的测量焦虑的工具－焦虑量表。Horwitz 和他的同事们在1986 率先把外语焦虑感作为语言学习过程中独立的、不同于其他焦虑感的现象进行研究，他们指出外语焦虑是语言学习所特有的现象，并将外语焦虑定义为“由外语学习的独特性所产生的与课堂语言学习有关的自我知觉、信念、感觉和行为的独特心理”(Horwitz etal.,1986)。为了克服以往研究在工具方面的局限性，Horwitz等于1986 年根据焦虑外语学习者的自我报告、临床经验及情景焦虑理论设计了“外语课堂焦虑量表”。该量表的出版

标志着外语焦虑研究进入了一个相对成熟阶段并为以后这一领域的发展奠定了理论基础。外语课堂焦虑量表由于其较高的信度、效度和较强的针对性而成为最常用的外语学习焦虑的研究工具。自1986 年外语课堂焦虑量表发表以来，外语学习焦虑的研究呈现两个趋势。第一个研究趋势将外语学习焦虑作为一个整体进行解释分析，研究焦虑与被试的整体表

现以及影响外语学习的其他变量之间的关系。国外学者如Horwitz (1986)，Young (1986, 1992), Aida (1994)，MacIntyre &Gardner (1993)，MacIntyre (1999), Onwuegbuzie (2000), Rodriguezet

al.(2003)等研究了焦虑与外语学习成效和其他变量之间的关系。另一个研究趋势是外语学习焦虑与听、说、读、写各项语言技能之间关系的研究。如Scott(1986)和Phillips(1992) 分别研究了外语学习焦虑和口语成绩之间的关系。Hadaway(1987)和Gungle & Taylor(1989)都报告了二语写作焦虑对写作成绩和写作兴趣的影响。而Saito, Garza 和Horwitz(1999)以及Sellers(2000)则分别研究了阅读焦虑对阅读理解的影响。台湾学者张宝燕(1996)利用Horwitz 的理论基础和问卷，对学习英语的台湾学生进行了调查。Vogely(1998)主要依据学生的自我汇报，调查了二语听力焦虑的成因及解决方法。

3 国内外语学习焦虑研究现状

尽管外语课堂焦虑研究在国外已经有了不少的成就,然而中国的外语学习焦虑研究无论从理论上还是实践

上都落后于西方国家。国内的学者在上个世纪90 年代才开始重视焦虑研究,而部分研究是以汉语作为第二语言或外语为目标进行的。如钱旭箐(1999)的“外国留学生学习汉语时的焦虑”、张莉(2001)的“留学生汉语学习焦虑感与口语流利性关系初探”、以及张莉和王飙(2002)的“留学生汉语焦虑感与成绩相关分析及教学对策”等。近年来，国内不少教育研究人员开始注重听、说、读、写各项语言技能与外语学习焦虑的关系的研究。如陈劫(1997)和杨丽红(2005) 分别对口语焦虑感进行了研究；余心乐(1999)，杨晋(2000)，周丹丹(2003)，陈秀玲(2004)分别对英语听力焦虑进行了调查研究；王雪梅(2001)的研究则转向写作焦虑，认为学习者的焦虑程度对英语写作前的计划时间会产生较大的影响；郝玫和郝若平(2001)对阅读焦虑的研究同样发现焦虑会妨碍阅读理解的测试成绩；石运章和和刘振前(2006),邱明明和寮菲(2007)分别就阅读焦虑与英语四级统考成绩及性别的关系进行了研究。把外语学习焦虑作为一个整体进行解释分析，及研究影响外语学习的其他变量之间的关系的这方面的论文并不多。如章远荣(2002)研究了外语课堂焦虑与课堂教学，听力、学习成绩及阅读理解之间的关系；郑佩芸(2003)通过问卷和面谈两种方式对上海第二工业大学70 名学生就英语课堂中提问时的焦虑控制进行了调查研究；黄蔷(2003）以全国英语高考成绩为例,调查

了中国中学生的外语焦虑；王琦(2003)进行了英语学习课堂焦虑与课堂气氛的相关研究；袁莉敏等(2004)探讨了不同成绩水平、不同性别、不同专业学生的外语学习焦虑、自我效能感与外语成绩三者之间的关系；欣羚(2004)将外语课堂焦虑置于多媒体网络环境进行分析；张琼(2004)分析了焦虑感，控制焦虑感的情感策略及两者与学习者的英语课堂学习之间的关系，并提出了一些减轻其焦虑程度的有效方法；邹艳(2006)研究了外语学习焦虑与学习成绩之间的关系。

4 结语

通过对国内外外语学习焦虑的研究的回顾，我们可以看出，语言焦虑已经成为外语学习中不可忽视的重要情感因素之一。外语学习焦虑研究在国外取得了很大的发展, 但在我国相关文献和实证研究相对较少。然而，中国是学习外语的大国，焦虑又是外语学习中普遍存在的现象(李俊峰,范文卿,2004)。如何帮助中国学生克服外语学习焦虑、提高外语学习的成效, 仍是中国外语教师和外语研究人员应值得研究的课题。

参考文献：

[1]Spielberger C. Anxiety: Current Trends in Theory and Research [M1.New York; Academic Press , 1972.

[2]Gardner, R，P. Smythe, R. Clement & L. Gliksman. Second- language Learning: ASocial- psychological Perspective [J]. Canadian Modern Language Review, 1976, (32), 198- 213.

[3]Horwitz, E. K.，M. B. Horwitz & J.A. Cope. Foreign language classroom anxiety. The Modern Language Journal1986(70),125－132.

[4]Vogely, A. J. Listening Comprehension Anxiety:Students' Reported Sources and Solutions [J]. Foreign LanguageAnnals, 1998(31)：67- 80.

[5]Scovel, T. The effects of affect on foreignlanguage learning:a review of the anxiety research. Language Learning[J]. 1978(28)：134- 139.

[6]Arnold, J. Affect in Language Learning[M]. Beijing: Foreign Language Teaching and Research Press. 2005.

[7]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(2).

[8]王雪梅.英语写作前计划时间因紊受学习者认知方式与焦虑程度影响的实证研究[J]外语教学，2001(4).

[9]杨晋.英语学生焦虑感与听力理解的关系[J].外语研究，2000(1).

[10]张莉.留学生汉语学习焦虑感与口语流利性关系初探[J].语言文字应用，2001(3).

[11]张宝燕.中国学生英语焦虑调查研究[J].教学与研究(台北), 1996(18)：45- 68.

[12]郑佩云,课堂提问与焦虑控制[J].外语界，2003(3):26- 31.

[13]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- 28.

[14]张琼.大学生英语课堂学习焦虑及期望的调查分析[J].西南民族大学学报：人文社科版，2004(6):394- 397.

[15]杨丽红.如何降低焦虑感对英语口语水平的影响[J].山东外语教，2005 (5):79- 82.

[16]王琦.外语学习课堂焦虑与课堂气氛的相关研究及其教学意义[J]. 西北师大学报：社会科学版，2003 (11)：27- 31.

[17]石运章，刘振前.外语阅读焦虑与英语成绩及性别的关系[J]. 解放军外国语学院学报，2006(2):59- 63.

[18]邹艳.非英语专业大学生的语言焦虑研究[J]. 外国语言文学研究,2006(1).

[19]余心乐.成人学生英语课堂焦虑感与听力理解成绩的关系[J].语言教学与研究，1999(2):132- 143.

[20]陈劫.英语学生课堂焦虑感与口语水平的关系[J].国外外语教学，1997(1).

[21]邱明明，寮菲.中国大学生英语阅读焦虑感研究[J].西安外国语大学学报, 2007(4):55.

[22]钱旭箐.外国留学生学习汉语时的焦虑[J].语言教学与研究，1999 (2):144- 154.

[23]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.

高中生外语学习焦虑现状及成因研究

马蕴涵

【摘要】：苏联著名教育家赞科夫指出:“教学法一旦触及学生的情感和意志领域,触及学生的精神需要,这种教学就能发挥高度有效的作用”。二十世纪七十年代后期,语言教学的研究者们开始认识到情感因素在语言学习或习得方面的作用。二十世纪八十年代初,美国语言学家斯蒂文·狄·克拉申提出情感过滤假说,将焦虑列为影响语言学习或习得的三大主要情感因素之一。二十世纪八十年代中期,Horwitz及其同事开始深入研究外语学习焦虑。自此,外语学习焦虑逐步成为外语教学研究者们不断进行理论研究和实践探索的一个活跃的课题领域。本文旨在研究外语学习焦虑这一影响第二语言习得或外语学习的学习者内部因素。作者试图以外语学习焦虑相关理论为指导,通过对296名高二学生进行的问卷调查和对问卷调查对象中八名同学进行的访谈,分析高中生外语学习焦虑的现状及成因,摸索处理外语学习焦虑的可选择策略,以期能对作者今后的外语教学实践有所裨益。通过问卷调查和访谈,研究发现虽然调查对象的外语学习焦虑程度不尽相同,但外语学习焦虑在调查对象中是普遍存在的。此外,影响高中生外语学习焦虑的因素主要包括发言前的准备、意义协商、语言学习观和语言学习环境对。因此,论文结合调查分析的结果,提出了五点建议,即优化提问策略、充分发挥意义协商在教学过程中的作用、帮助学生建构正确的语言学习观、创建和谐的外语学习环境及引导学生认识自身焦虑。

【关键词】：外语教学语言学习或习得外语学习焦虑

【学位授予单位】：东北师范大学

【学位级别】：硕士

【学位授予年份】：2008

【分类号】：G633.41

【目录】：

?摘要4-5

?Abstract5-8

?一、引言8-12

?（一）情感因素与教学8-9

?（二）情感因素与外语教学9-10

?（三）焦虑与外语教学10-12

?二、焦虑及外语学习焦虑的基本理论12-19

?（一）焦虑12-14

?（二）外语学习焦虑14-19

? 1. 外语学习焦虑的含义14

? 2. 外语学习焦虑的分类14-15

? 3. 外语学习焦虑的产生原因15-17

? 4. 外语学习焦虑的测量工具17-19

?三、调查方法19-21

?（一）调查对象19

?（二）调查工具19-20

?（三）调查过程20-21

?四、高中生外语学习焦虑的现状与成因21-28

?（一）外语学习焦虑的总体程度21-22

?（二）交际畏惧的程度与成因22-24

? 1. 交际畏惧的程度22-23

? 2. 交际畏惧的成因23-24

?（三）考试焦虑的程度与成因24-25

? 1. 考试焦虑的程度24

? 2. 考试焦虑的成因24-25

?（四）负评价恐惧的程度与成因25-26

? 1. 负评价恐惧的程度25

? 2. 负评价恐惧的成因25-26

?（五）其他焦虑的程度与成因26-28

? 1. 其他焦虑的程度26

? 2. 其他焦虑的成因26-28

?五、应对高中生外语学习焦虑的策略28-32

?（一）优化提问策略28

?（二）发挥意义协商的作用28-29

?（三）建构正确的语言学习观29-30

?（四）创建和谐的外语学习环境30

?（五）引导学生认识自身焦虑30-32

?结语32-34

?参考文献34-37

?附录：外语课堂焦虑量表37-40

?后记40

英语毕业论文

Strategies in Reducing High Anxiety of Middle-school Students on English Liste ning

Abstract

Listening is an essential component of communication in human life, but for most middle school students, listening is very difficult. In other words, it is their common weakness. Most Chinese students regard English listening comprehension as the most difficult part in all kinds of examinations. They think the listening materials are too difficult to understand. The speed of delivery is too fast and accordingly, anxiety easily takes place during listening comprehension. This paper mainly analyzes the concept of anxiety, the relationship between anxiety and language learning, and some symptoms of anxiety. It also discusses some factors affecting middle-school st udents’ anxiety while listening.

Listening comprehension is a complex activity: it requires students to use their phonetics, vocabulary, grammar and background knowledge. The author suggests some ways to reduce anxiety and improve listening comprehension from two aspects. On the one hand, students must first have a good command of linguistic knowledge, and form a good habit of listening, taking notes while listening. On the other hand, teachers should help students to reduce high anxiety. Teachers can foster students’ good psychological state and interest in study. When students master enough linguistic knowledge, background knowledge, and listening skills, they can understand the listening materials well. In this way, they will not feel anxious while listening. And then they also can get the target to improve their listening comprehension effectively.

Key words: anxiety listening comprehension strate gies

摘要

对于中学生来说，听力理解是听说读写四项技能中最难的环节，是他们的共同弱点。大多数中国学生普遍认为听力理解是各种考试中最难的部分。他们认为听力材料难懂，语流太快以至经常有听力焦虑感。本文主要分析了焦虑的概念，焦虑与语言学习的关系和焦虑的一些症状，还讨论了一些影响中学生焦虑的因素。听力是一项复杂的活动，在听力的过程中需要综合地运用学生的语音、词汇、语法、文化背景等方面的知识去完成每道题目。作者从两方面提出一些减轻焦虑及改进听力理解的有效途径。一方面，学生必须扎实地掌握语言知识体系，包括对语音、语法、词汇等的掌握，养成良好的听力习惯，边听边做笔记等。另一方面，老师应该帮助学生减轻焦虑，培养学生良好的心理素质和浓厚的学习兴趣.当他们牢固地掌握语言知识，英美文化背景知识和听力技巧，他们能够容易听懂听力材料。这样他们在听力过程中就不容易产生高焦虑，从而达到有效提高听力水平的目的。

关键词：焦虑听力理解策略

Contents Acknowledgements……………………………………………….……..….………. ..i

Abstract(English) (ii)

Abstract(Chinese) (iii)

Contents (iv)

1. Introduction (1)

2. Anxiety (2)

2.1. Language

anxiety ......................... . (3)

2.2. The symptoms of

anxiety ......... (4)

3. Factors affecting students’ anxiety while

listening (4)

3.1.

Self-confidence (5)

3.2.

Motivation (5)

3.3. The speed of speaking (6)

3.4. Lack of the basic knowledge of

English (6)

3.4.1. Lack of phonetic knowledge (7)

3.4.2. Vocabulary (8)

3.4.3. Grammar (9)

3.4.4. Cultural background knowledge (9)

3.5. Lack of listening skills (10)

4. Strategies in reducing high anxiety (11)

4.1. Teachers’ strategies in reducing students’ high anxiety (11)

4.1.1. To protect students’ self-esteem and educate their confidence (11)

4.1.2. To cultivate students’ interest in listening (12)

4.2. Strategies of students in improving

listenin g (14)

4.2.1. To improve linguistic knowledge (14)

4.2.2. To practice for the tempo of speaking (15)

4.2.3. To enlarge vocabulary (16)

4.2.4. Strengthen grammar (16)

4.2.5. Enrich background knowledge (16)

4.2.6. Master useful listening

skills (17)

5. Conclusion (18)

References...................................................................................... (20)

Strategies in Reducing High Anxiety of Middle-school Students on English Listening Learning

1. Introduction

As we know, listening, reading, writing, speaking and translating are the five basic skills in language teaching and learning. Listening, one of the means of language communication is used most widely in our daily life. About three quarters of an adult’s time concerns listening. Listening plays the first and the most important role in learning a foreign language. In China, however, teaching listening has been neglected for a long time. What most teachers do in class is merely to play the recorder and check the answers. Some try to help students to understand the content by constant stopping and repeating and explaining word by word. However, English listening is a more complex activity in which the listener is expected to have the ability to follow the general trend of what is said, to understand special details, and to infer the speaker’s intention. The author has done an oral survey in a country middle school in March 2007. About 43.2% of the English language learning students think that the most bothering and most difficult course is listening comprehension, and even some of them have difficulties in understanding their teacher who gives lessons in English. Of course, it is difficult for a middle school student to understand the listening material if he has not enough vocabulary and the ability of telling the grammar construction. In the author’s survey, about 35% of the students with low listening comprehension think this is because they do not understand the knowledge about linguistics and they are not able to tell the meanings of what they have heard. In another investigation in a middle school in Meizhou in March 2005, students were asked to listen to a dialogue of 244 words, in which the words and the related grammar have already been learned, but 80% of them thought it was too difficult. Then, using the same dialogue as a reading comprehension material, the author found that only 5% of them thought it was a little difficult. On the other hand the response ability is also another reason. It is clear that the reading speed of a material also affects. About 43% of the students thought that the material was read too fast and they just could not follow. A lot of students have their own listening habits. Some students often try to understand each word or each sentence. They are afraid of missing any words. They will think hard when they meet some difficult words or sentences. And the words they failed to catch will lead to their failure to catch another sentence so that they miss more words. They often translate the English into Chinese in their mind, which hinders their listening speed. All of above factors will affect them to misunderstand the reading material, which also will cause them to feel anxious. Anxiety is one of important emotional factors affecting Middle-school students’ English listening learning.

Analysis of foreign language learning anxiety and College English Teaching

Paper Keywords: language learning anxiety causes of College English Teaching Solutions Abstract: language learning anxiety phenomenon in many disciplines to learn the language prevalent in paper analyzes the causes of this phenomenon and the corresponding countermeasures, designed to further assist English teachers and students better understand and solve this problem, which to improve English teaching and learning efficiency.

I. Introduction

In my daily classroom teaching, often find some uncharacteristically restless, looked sluggish, not eye contact with teachers, students, their performance, or bow, or

absent-minded, or behavior is absolutely nothing to do with the classroom, etc. These negative attitudes towards learning in a way that is, language learning anxiety behavior. This language anxiety have a negative impact on learning, so to explore its causes and countermeasures for reducing students' language learning anxiety, thereby enhancing the effectiveness and foreign language teaching Quality of great significance.

Second, the causes of foreign language anxiety

Anxiety refers to the person feeling that adverse consequences arising from the fear of negative emotions but something to look forward, while foreign language anxiety (foreign language anxiety is different from general anxiety, which refers to the learners need to generate the target language to express The psychological fear or anxiety (Li Jiongying, 2004:46), 'a process by the uniqueness of foreign language learning and foreign language learning and classroom due to the self-perception, beliefs, emotions and behaviors unique complex' (Horwitz Horwitz & Cope, 1986: 128.Horwitz that American college students in the foreign language classroom anxiety high negative correlation with academic achievement, the correlation coefficient is about 0.5.Spielberger (1996 study showed that 20% of the students because of the typical anxiety leading to school failure force dropped out of school, and in the low anxiety of students, school failure and dropouts due to only 6%.

Students in the learning process produce different degrees of anxiety, because there are many aspects, students' individual personality traits may also be teachers, teaching methods, or that may be cultural differences and understanding, and so on.

1 students inside and outside the character and degree of anxiety to the level of a relationship.

Outgoing personality often expressed as lively and generous, sociable, emotional exposed, adaptable, do not mind other people's evaluation, while the introverted character who is shown as failing to calm, discreet, but the reaction was somewhat slow, not strong enough to adapt , care more about others' evaluation, etc. foreign language learning a language exchange classes as subjects, learners need to be bold in practice, good performance, very high tolerance and are not afraid of making mistakes, do not mind other people can do their own evaluation, that is, teachers often said the 'bold 'thick skin'' way of learning in foreign language teaching in the classroom, when teachers ask students to

complete the task and contrary to the character of students, students may be manifested as excessive anxiety, fear seriously affect the study results.

2 teachers, teaching content and learning methods may also lead to anxiety.

External evaluation and internal generation capacity is an important factor in causing anxiety. The classroom, teachers ask students to answer questions one by one, students will have more or less anxiety if the practice of teachers to students, speech errors frequently criticized, will inevitably increase the anxiety of students to be more afraid to speak(France Paper). close to the examination, students are often the spirit of extreme tension, because of concerns arising from the unsatisfactory results of examination anxiety, and anxiety, in turn, affect the students in the examination of the normal functioning of the student If you do not know how to learn, learning, or learn a foreign language for several years, will continue to self-denial, self-confidence is extremely hurt, can also cause anxiety.

3 identity and cultural differences may also lead to anxiety.

Identify a language group or the target culture means that the learner is a member of the group when a language learner identify the target group or culture, anxiety is reduced, and vice versa, it will increase as a student and his No students or teachers around the identity, the anxiety level will increase. cultural conflict will give the students a variety of causes, including anxiety, including psychological changes due to mother tongue other than English is independent of a discipline, not only the grammar system is different, and customs, ways of thinking, of expression, values ??will differ, these cultural differences make some students fear the loss of self in the English culture, and produce anxiety. Links to free download https://www.360docs.net/doc/1c12464570.html, Third, eliminate the anxiety of students and college English teaching reform

1 due to training students to enhance self-confidence.

According to American psychologist Weiner (B.weiner of attribution theory, students in four due mainly to explain the academic success and failure, that is, ability, effort, luck and task difficulty, if students attributed the success of the learning for internal reasons such as capacity and effort when it is equal to fundamentally affirmed that they will help form a positive self-image, their self confidence, full of optimism and entrepreneurial spirit, will make persistent efforts and hard work, on the contrary, if the failure due to low energy, the students will feel the lack of ability and doubt themselves, deny themselves, I am easy to form negative self-concept incompetent, resulting in high anxiety, inferiority and, therefore, foreign language teachers should guide students to attribute success ability, will fail due to insufficient efforts, will enhance their confidence, reduce anxiety and improve learning efficiency.

(2) reduce competition and strengthen the spirit of cooperation.

Appropriate learning competition will stimulate students interest in learning the contrary, if the purposes of competition instead of cooperation, it will have a negative effect. Only a few winners of the competition, too much emphasis on competition tends to generate anxiety and lack of confidence in students The teacher should be more focus on the creation of cooperative learning environment, changing competition with each other for cooperative learning, so that each student fully develop their abilities and talents, hopes to see success and growth, thereby enhancing the learning of English confidence, develop a

positive attitude toward learning.

3. Correct their students test scores, make a reasonable assessment.

Less than ideal in the face of student achievement, teachers should not blindly blame and criticism, long past, the psychological state of anxiety is likely to evolve into a bad psychological, seriously affect their self-confidence and later learning behavior for those worked hard but still unsatisfactory results of repeated examinations of students, teachers should pay attention to guidance, can be encouraged on the usual results.

IV Conclusion

In short, the usual process of teaching English, teachers should pay attention to students' emotional factors, to observe the demeanor of the students once found performance anxiety, it is necessary according to the psychological characteristics of students to help them analyze the reasons, to guide their learning to eliminate negative view, change from passive acceptance to active learning, to stimulate the enthusiasm of students and reduce the anxiety of students learning English, resulting in good teaching, and ultimately improve their overall proficiency of the language.

References:

[1] Hu Chun-dong, Wang was one. Foreign language education psychology [M]. Nanning: Guangxi Education Publishing House, 1996:6.

[2] Ke Guizhen. On the students' anxiety in learning English [J]. Chinese science and innovation Tribune, 2007, (No. 481 overall.

[3] Huang Yanping. Freshmen English learning anxiety causes and countermeasures [J]. Higher Education Forum, 2009, (6).

[4] Qian Jie Wen. English language learning process anxiety causes and coping strategies [J]. Science and Technology Information, 2009, (3.

[5] Jing Shi. Foreign language learning anxiety and College English Teaching [J]. Health and Vocational Education, 2007, (19).

[6] Xiao-Xia Chen, college students learning English in the anxiety phenomenon of [J]. Science and Wenhui, 2007.4. Links to free download https://www.360docs.net/doc/1c12464570.html,