论文摘要
二十世纪六十年代以来,随着人文主义心理学的发展,情感因素在语言学习中的作用受到了外语教育研究者和外语教师的共同关注。研究者把它作为解释学习者之间个体差异的一个重要的情感变量。在所有的情感因素中,语言焦虑可能是外语学习中最普遍的障碍。外语学习是充满自我威胁并易于引发焦虑现象的特殊情境。外语学习焦虑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的重要变量之一。国内的中学外语教学并未给予情感因素充分的重视,也缺乏足够的课堂焦虑实证研究。基于此,作者对高中学生的外语学习焦虑现象进行了调查。本文分析了国内外对焦虑研究的成果以及相关理论依据,采用定量和定性研究相结合的方式展开本课题研究。定量研究以问卷调查为依据,内容为外语课堂焦虑量表;研究对象为江苏省沛县张寨中学的225名高三学生。研究内容主要集中在四个方面:学生的焦虑程度及其差异、焦虑对外语学习的影响、高中学生的焦虑源以及相应的解决策略。定性研究通过开放性的问题所进行的访谈来补充验证定量研究的结果。研究发现:有近半数高中生外语学习焦虑现象较为严重,而且学生的焦虑程度越高,学业成绩越低,也就是两者呈负相关;学习者焦虑感强弱的差异是多种因素引起的,如自身性别、性格以及所在班级与学习者的自尊心等。根据问卷调查以及访谈结果,作者分析了在高中外语课堂学习存在的焦虑源,并就降低外语学习焦虑提出了初步的教学建议,以有效地提高英语教学质量。
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