高中生外语学习焦虑现状及成因研究
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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。
The famous Soviet educatorЛ.В.Занковpointed out:“Once teaching methodology involves students’affection and will, and spiritual needs, it can fulfill highly effective functions”. In the late 1970s, language teaching scholars realized the importance of affective factors to language learning or acquisition. In the early 1980s, the American linguist Stephen D Krashen put forward the affective filter hypothesis, and considered anxiety as one of the three main affective factors affecting language learning or acquisition. In the mid 1980s, Horwitz and his peers started to delve into foreign language learning anxiety. From then on, foreign language anxiety has gradually become a hot field that language teaching scholars and practitioners focus on.
This thesis intends to delve into foreign language anxiety, which is one of students’internal factors that influence second language acquisition or foreign language learning. The author tries to analyze the present situation and causes of senior high students’foreign language anxiety, and find out strategies to deal with foreign language anxiety. The analysis is based on the questionnaires filled out by 296 senior high school students and the interview conducted among eight students, under the guidance of theories relating to foreign language anxiety. It is the final goal that this research could benefit the author’s future teaching practice.
Through questionnaires and interviews, the study finds almost all the subjects have foreign language anxiety, although their anxiety degrees are different. Furthermore, the research finds four main factors influencing foreign language anxiety. These four factors are the preparation for speech, negotiation of meaning, views on language learning, and environment of learning language. Based on the results and analysis of research data, the author proposes five suggestions. Firstly, teachers should focus on questioning strategies. Secondly, teachers should pay attention to the functions of negotiation of meaning during the process of teaching and learning. Thirdly, teachers should help students construct proper views on language learning. Fourthly, teachers should improve a harmonious environment for language learning. Finally, teachers should enlighten students as to students’own anxiety
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。
The famous Soviet educatorЛ.В.Занковpointed out:“Once teaching methodology involves students’affection and will, and spiritual needs, it can fulfill highly effective functions”. In the late 1970s, language teaching scholars realized the importance of affective factors to language learning or acquisition. In the early 1980s, the American linguist Stephen D Krashen put forward the affective filter hypothesis, and considered anxiety as one of the three main affective factors affecting language learning or acquisition. In the mid 1980s, Horwitz and his peers started to delve into foreign language learning anxiety. From then on, foreign language anxiety has gradually become a hot field that language teaching scholars and practitioners focus on.
This thesis intends to delve into foreign language anxiety, which is one of students’internal factors that influence second language acquisition or foreign language learning. The author tries to analyze the present situation and causes of senior high students’foreign language anxiety, and find out strategies to deal with foreign language anxiety. The analysis is based on the questionnaires filled out by 296 senior high school students and the interview conducted among eight students, under the guidance of theories relating to foreign language anxiety. It is the final goal that this research could benefit the author’s future teaching practice.
Through questionnaires and interviews, the study finds almost all the subjects have foreign language anxiety, although their anxiety degrees are different. Furthermore, the research finds four main factors influencing foreign language anxiety. These four factors are the preparation for speech, negotiation of meaning, views on language learning, and environment of learning language. Based on the results and analysis of research data, the author proposes five suggestions. Firstly, teachers should focus on questioning strategies. Secondly, teachers should pay attention to the functions of negotiation of meaning during the process of teaching and learning. Thirdly, teachers should help students construct proper views on language learning. Fourthly, teachers should improve a harmonious environment for language learning. Finally, teachers should enlighten students as to students’own anxiety
引文
① 赞科夫.教学与发展[M].杜殿坤等译.北京:文化教育出版社.1980.106.
② 卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.1.
③ 同②
④ 昆体良.昆体良教育论著选[M].任钟印选译.北京:人民教育出版社.1989.92.
① C·G·朗格.心理学[M].北京:世界知识出版社.1914.254.转引自:卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.31.
① Horwitz E K, Horwitz M B, Cope J. Foreign Language Classroom Anxiety. The Modern Language Journal. 1986. 70 (2): 125-132.
② MacIntyre P D, Gardner R C. The Subtle Effects of Language Anxiety on Cognitive Processing in the Second language. Language Learning. 1994. (44): 283-305.
[1] 陈劼．英语学生课堂焦虑感与口语水平的关系[J].国外外语教学.1997.17(1):15-19.
[2] 陈梅松.社团语言学习法与成人英语教学[J] .安徽教育学院学报.2004.22(1):102-103.
[3] 付建斌.状态一特质焦虑问卷构想效度的验证性因素分析[J].中国心理卫生杂志.1997.11(4):216-217.
[4] 高芳玲.暗示教学法在高中英语教学中的运用[D].武汉:华中师范大学外国语学院.2003.
[5] 胡春桐,王才仁.英语教学交际论[M].广西教育出版社.1996.
[6] 昆体良.昆体良教育论著选[M].任钟印选译.北京:人民教育出版社.1989.
[7] 雷霄.本科生英语学习课堂焦虑调查及其对英语教学的启示[J].外国语言文学.2004.21(4):46-51.
[8] 李卉.情感因素在社团语言学习法中的体现[J].科技信息(学术研究).2007.32(17):26-29.
[9] 李善英.大学新生焦虑与父母教养方式自尊的关系研究[D].福州:福建师范大学教育科学与技术学院.2006.
[10] 李文利,钱铭怡.状态特质焦虑量表中国大学生常模修订[J].北京大学学报(自然科学版).1995.31(1):108-112.
[11] 李焰,李炸.特质焦虑和某些人格因素的关系[J].中国心理卫生杂志.1998.12(2):107-109.
[12] 卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.
[13] 骆伯巍.女性高焦虑原因初探[J].心理科学.1997.20(4):378-379.
[14] 秦晨.大学生外语焦虑的实证研究及应对策略[D].南京:河海大学公共管理学院.2006.
[15] 庆海涛.大学生性别角色类型与焦虑水平和性别角色观的关系研究[D].苏州:苏州大学教育学院.2005.
[16] 汝信.西方著名哲学家评传(第八卷)[M].济南:山东人民出版社.1985.
[17] 盛炎.语言教学原理[M].重庆出版社.2006.
[18] 施仁娟.留学生汉语学习焦虑的状况、成因和应付方式研究[D].上海:华东师范大学对外汉语学院.2005.
[19] 唐月芬.大学生焦虑心理的实证研究:应该自我与实际自我的差异分析[D].桂林:广西师范大学教育科学学院.2004.
[20] 田婧.高一学生英语课堂学习焦虑的影响因素及对策[D].长春:东北师范大学教育科学学院.2006.
[21] 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.2003.26(2):281-284.
[22] 王红梅.外语教学法主要流派评价[J].山东科技大学学报(社会科学版).2004.6(3):97-99.
[23] 王银泉,万玉书.外语学习焦虑及其对外语学习的影响——国外相关研究概述[J].外语教学与研究.2001.33(2):122-126.
[24] 幺峻洲.论语说解[M].济南:齐鲁书社.2003.
[25] 余心乐.成人学生英语课堂焦虑与听力理解成绩的关系[J].语言教学与研究.1999.21(2):134.
[26] 赞科夫.教学与发展[M].杜殿坤等译.北京:文化教育出版社.1980.
[27] 张春兴.教育心理学.杭州:浙江教育出版社[M].1998.
[28] 张玲.中学英语课堂提问方式的研究[D].上海:华东师范大学外国语学院.2003.
[29] 张义君.外语学习焦虑对学生课堂交际的影响[J].昆明理工大学学报.2003.3(3):103-106.
[30] 郑晓华,李延知.状态—特质焦虑问卷[J].中国心理卫生杂志.1997.11(4):219-220.
[31] 中华人民共和国教育部.普通高中英语课程标准(实验稿)[M].北京:北京师范大学出版社.2001.
[32] Aida Y. Examination of Horwitz, Horwitz and Cope’s Construct of Foreign Language Anxiety: the Case of Students of Japanese [J] The Modern Language Journal. 1994. 78 (2): 155-168.
[33] Arnold J. Affect in Language Learning [M]. London: Cambridge University Press. 1999.
[34] Cattell R B, Scheier I. H. The Meaning and Measurement of Neuroticism and Anxiety [M]. New York: Ronald Press. 1961.
[35] Curran C. Counseling Learning in Second Language [M]. East Dubuque, Illinois: Counseling Learning Publications. 1976.
[36] Gardner R C, MacIntyre P D. On the Measurement of Affective Variables in Second Language Learning [J]. Language Learning. 1993. (43): 157-194.
[37] Horwitz E K, Horwitz M B, Cope J. Foreign Language Classroom Anxiety [J]. The Modern Language Journal. 1986. 70 (2): 125-132.
[38] Horwitz E K. Preliminary Evidence for the Reliability and Validity of a Foreign Language Scale [J]. TESOL Quarterly. 1986. 20: 559-562.
[39] MacIntyre P D, Gardner R C. Anxiety and Second-Language Learning: Toward a Theoretical Clarification [J]. Language Learning. 1989. 39: 251-275.
[40] MacIntyre P D, Gardner R C. The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language [J]. Language Learning. 1994. (44): 283-305.
[41] MacIntyre P D, Noels K, Clement R. Biases in Self-Rating of Second Language Proficiency: the Role of Language Anxiety [J]. Language Learning. 1997. 47: 265-287.
[42] Price M L. The Subjective Experience of Foreign Language Anxiety [M]. New Jersey: Prentice-Hall Inc. 1991.
[43] Spielberger C D. Theory and Research on Anxiety. In C. D. Spielberger (Ed.), Anxiety and Behavior [M]. New York: Academic Press. 1966.
[44] Spielberger C D. Manual for the State-Trait Anxiety Inventory (Form Y) [M]. California: Consulting Psychologists Press. 1983.
[45] Yong D J. Creating a Low-Anxiety Classroom Environment: What does the Language Anxiety Research Suggest? [J]. Modern Language Journal. 1993. 75: 426-439.
② 卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.1.
③ 同②
④ 昆体良.昆体良教育论著选[M].任钟印选译.北京:人民教育出版社.1989.92.
① C·G·朗格.心理学[M].北京:世界知识出版社.1914.254.转引自:卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.31.
① Horwitz E K, Horwitz M B, Cope J. Foreign Language Classroom Anxiety. The Modern Language Journal. 1986. 70 (2): 125-132.
② MacIntyre P D, Gardner R C. The Subtle Effects of Language Anxiety on Cognitive Processing in the Second language. Language Learning. 1994. (44): 283-305.
[1] 陈劼．英语学生课堂焦虑感与口语水平的关系[J].国外外语教学.1997.17(1):15-19.
[2] 陈梅松.社团语言学习法与成人英语教学[J] .安徽教育学院学报.2004.22(1):102-103.
[3] 付建斌.状态一特质焦虑问卷构想效度的验证性因素分析[J].中国心理卫生杂志.1997.11(4):216-217.
[4] 高芳玲.暗示教学法在高中英语教学中的运用[D].武汉:华中师范大学外国语学院.2003.
[5] 胡春桐,王才仁.英语教学交际论[M].广西教育出版社.1996.
[6] 昆体良.昆体良教育论著选[M].任钟印选译.北京:人民教育出版社.1989.
[7] 雷霄.本科生英语学习课堂焦虑调查及其对英语教学的启示[J].外国语言文学.2004.21(4):46-51.
[8] 李卉.情感因素在社团语言学习法中的体现[J].科技信息(学术研究).2007.32(17):26-29.
[9] 李善英.大学新生焦虑与父母教养方式自尊的关系研究[D].福州:福建师范大学教育科学与技术学院.2006.
[10] 李文利,钱铭怡.状态特质焦虑量表中国大学生常模修订[J].北京大学学报(自然科学版).1995.31(1):108-112.
[11] 李焰,李炸.特质焦虑和某些人格因素的关系[J].中国心理卫生杂志.1998.12(2):107-109.
[12] 卢家楣.情感教学心理学[M].上海:上海教育出版社.2000.
[13] 骆伯巍.女性高焦虑原因初探[J].心理科学.1997.20(4):378-379.
[14] 秦晨.大学生外语焦虑的实证研究及应对策略[D].南京:河海大学公共管理学院.2006.
[15] 庆海涛.大学生性别角色类型与焦虑水平和性别角色观的关系研究[D].苏州:苏州大学教育学院.2005.
[16] 汝信.西方著名哲学家评传(第八卷)[M].济南:山东人民出版社.1985.
[17] 盛炎.语言教学原理[M].重庆出版社.2006.
[18] 施仁娟.留学生汉语学习焦虑的状况、成因和应付方式研究[D].上海:华东师范大学对外汉语学院.2005.
[19] 唐月芬.大学生焦虑心理的实证研究:应该自我与实际自我的差异分析[D].桂林:广西师范大学教育科学学院.2004.
[20] 田婧.高一学生英语课堂学习焦虑的影响因素及对策[D].长春:东北师范大学教育科学学院.2006.
[21] 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.2003.26(2):281-284.
[22] 王红梅.外语教学法主要流派评价[J].山东科技大学学报(社会科学版).2004.6(3):97-99.
[23] 王银泉,万玉书.外语学习焦虑及其对外语学习的影响——国外相关研究概述[J].外语教学与研究.2001.33(2):122-126.
[24] 幺峻洲.论语说解[M].济南:齐鲁书社.2003.
[25] 余心乐.成人学生英语课堂焦虑与听力理解成绩的关系[J].语言教学与研究.1999.21(2):134.
[26] 赞科夫.教学与发展[M].杜殿坤等译.北京:文化教育出版社.1980.
[27] 张春兴.教育心理学.杭州:浙江教育出版社[M].1998.
[28] 张玲.中学英语课堂提问方式的研究[D].上海:华东师范大学外国语学院.2003.
[29] 张义君.外语学习焦虑对学生课堂交际的影响[J].昆明理工大学学报.2003.3(3):103-106.
[30] 郑晓华,李延知.状态—特质焦虑问卷[J].中国心理卫生杂志.1997.11(4):219-220.
[31] 中华人民共和国教育部.普通高中英语课程标准(实验稿)[M].北京:北京师范大学出版社.2001.
[32] Aida Y. Examination of Horwitz, Horwitz and Cope’s Construct of Foreign Language Anxiety: the Case of Students of Japanese [J] The Modern Language Journal. 1994. 78 (2): 155-168.
[33] Arnold J. Affect in Language Learning [M]. London: Cambridge University Press. 1999.
[34] Cattell R B, Scheier I. H. The Meaning and Measurement of Neuroticism and Anxiety [M]. New York: Ronald Press. 1961.
[35] Curran C. Counseling Learning in Second Language [M]. East Dubuque, Illinois: Counseling Learning Publications. 1976.
[36] Gardner R C, MacIntyre P D. On the Measurement of Affective Variables in Second Language Learning [J]. Language Learning. 1993. (43): 157-194.
[37] Horwitz E K, Horwitz M B, Cope J. Foreign Language Classroom Anxiety [J]. The Modern Language Journal. 1986. 70 (2): 125-132.
[38] Horwitz E K. Preliminary Evidence for the Reliability and Validity of a Foreign Language Scale [J]. TESOL Quarterly. 1986. 20: 559-562.
[39] MacIntyre P D, Gardner R C. Anxiety and Second-Language Learning: Toward a Theoretical Clarification [J]. Language Learning. 1989. 39: 251-275.
[40] MacIntyre P D, Gardner R C. The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language [J]. Language Learning. 1994. (44): 283-305.
[41] MacIntyre P D, Noels K, Clement R. Biases in Self-Rating of Second Language Proficiency: the Role of Language Anxiety [J]. Language Learning. 1997. 47: 265-287.
[42] Price M L. The Subjective Experience of Foreign Language Anxiety [M]. New Jersey: Prentice-Hall Inc. 1991.
[43] Spielberger C D. Theory and Research on Anxiety. In C. D. Spielberger (Ed.), Anxiety and Behavior [M]. New York: Academic Press. 1966.
[44] Spielberger C D. Manual for the State-Trait Anxiety Inventory (Form Y) [M]. California: Consulting Psychologists Press. 1983.
[45] Yong D J. Creating a Low-Anxiety Classroom Environment: What does the Language Anxiety Research Suggest? [J]. Modern Language Journal. 1993. 75: 426-439.