外语课堂焦虑与大学英语学习的关系

为了解外语课堂焦虑状况及其与大学英语学习的关系,笔者采用"外语课堂焦虑量表"(FLCAS)测得54名一年级非英语专业本科学生的外语课堂焦虑程度,并用Pearson相关分析的方法,分别研究外语课堂焦虑与学生英语总成绩、阅读理解成绩和听力理解成绩的关系.分析统计结果发现,大学英语学生的外语课堂焦虑分别与他们的英语总成绩、听力理解成绩呈显著负相关,即外语课堂焦虑程度越高,英语总成绩和听力理解成绩越低,反之亦然;而大学英语学生的外语课堂焦虑与阅读理解成绩的相关性不具有统计学意义.本研究表明,大学英语学生的外语课堂焦虑不但对他们的英语听力学习造成负面影响,还由此不利于他们英语总成绩的提高,以及培养他们英语学习兴趣和长期坚持英语学习的意愿.因此,大学英语教师不能忽视英语课堂中学生的外语课堂焦虑,应努力为学生营造一个轻松、愉快的课堂氛围,尽量降低外语课堂焦虑对学生学习大学英语的负面影响.

Foreign Language Anxiety and Students'Achievements of College-English

Adopting the Foreign Language Classroom Anxiety Scale(FLCAS), the author investigated the foreign language anxiety levels experienced by fifty-four Chinese students of College-English Program. Then Pearson correlation analysis was conducted to examine the relationship between foreign language anxiety and English course grades, reading grades and listening grades respectively. It was found that the FLCAS levels of the College-English students were significantly negatively correlated with their course grades and listening grades, indicating that the higher the students' levels of foreign language anxiety, the more likely they were to receive lower course grades and listening grades, and vice versa. The study showed that foreign language anxiety negatively contributed not only to the listening comprehension of students, but also to their course grades, interest in learning English and intentions to continue their study of English. For this reason, College-English teachers should not ignore foreign language anxiety of their students and make every effort to create a low-anxiety-arousing language environment for them.