大学英语教师外语焦虑现状及原因分析——以甘肃七所高校为例

外语焦虑是外语教学和学习中的重要感情障碍。论文利用Horwitz 2008设计出的教师外语焦虑量表，通过问卷调查和统计分析方法，以甘肃七所高校随机选出的83位大学英语教师为研究对象，考察了大学英语教师的英语焦虑现状.研究结果显示:（1）83位受试者中，仍有48.2%的教师存在中等焦虑和高度焦虑，外语教师焦虑量表平均值为47.7，低于54，本研究结果表明约一半的受试对象处于低焦虑状态.一半处于中等焦虑或者高焦虑.大学英语教师平均英语焦虑处于低焦虑状态。（2）此结果可能与受试者的教龄有关.教师的外语焦虑水平与教龄的皮尔逊相关系数为－.368，p<.05.由于83位受试者中只有27位是助教，因此只有少数的教师存在中等焦虑。（3）既引起教师英语焦虑的主要原因为负评价恐惧和交际畏惧。 

Analysis of Foreign Language Anxiety among College English Teachers

Foreign language anxiety is an important psychological obstacle in language teaching and learning. By the implement of the instrument, the teacher FL anxiety scale developed by Horwitz (2008). The present study makes an attempt to explore the college English teachers' FL anxiety basing on the quantitative data from investigation of 83 participants, conclusion can be drawn as follows:(1) Of all the 83 participants, 48. 2% are reported moderate and high anxiety, with the mean of TFLAS 47. 7, which is lower than 54, suggesting that college English teachers experience little or no FL anxiety, but part of them reported moderate anxiety. (2) These results may due to the teaching age of the participants. Correlation coefficient between TFLAS and teaching age was -. 368. Sig. (2-tailed) was . 013. p<. 05. Of all the 483 participants, only 27 are teaching assis-tants. It is no wonder that only small number reported moderate anxiety. ( 3 ) The main causes of teachers' foreign language anxiety are negative evaluation anxiety and speech anxiety.