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非英语专业大学生外语学习情感因素定量分析
引用本文:高越,张玥. 非英语专业大学生外语学习情感因素定量分析[J]. 山西农业大学学报(社会科学版), 2005, 4(3): 255-257
作者姓名:高越  张玥
作者单位:北方工业大学,人文社会科学学院,北京,100041
基金项目:2004年度北方工业大学校科研基金的资助(2004028)
摘    要:从定量研究的角度,分析了121名非英语专业大学生的外语学习情感因素,并就情感诸因素对学习成绩的预测力做了相应研究和探讨。研究表明中国学生学习外语的动机主要是工具型动机,学生在外语学习中存在不同方面、不同程度的焦虑,学习态度上的考试倾向性较强,但学生拥有较强的学习自信心和移情能力。对学习成绩有明显预测力的情感因素依次是:融合型动机、焦虑和学习态度。

关 键 词:情感因素  动机  焦虑  自信心  移情  学习态度
文章编号:1671-816X(2005)03-0255-03
修稿时间:2004-11-01

A Quantitative Investigation into Chinese Non-English Majors'''' Affect in the Current EFL Context
GAO Yue. A Quantitative Investigation into Chinese Non-English Majors'''' Affect in the Current EFL Context[J]. Journal of Shanxi Agricultural University:Social Science Edition, 2005, 4(3): 255-257
Authors:GAO Yue
Abstract:This study aims at presenting a general picture of Chinese Non-English majors' affect from quantitative view and finding out to what degree various affective factors influence foreign language learning. 121 second-year Non-English majors at North China University of Technology are involved in this study as the subjects. The study results show that Chinese Non-English majors' foreign language study is mainly "instrumental motivation"-driven.Anxiety is the widespread problem among students in their language study. Students' learning attitude is exam-oriented to some degree. However, it seems that they have strong self-esteem and empathy. Integrative motivation,anxiety and learning attitude serve as the three strongest predictors to students' academic performance.
Keywords:Affect  Motivation  Anxiety  Self-esteem  Empathy  Learning attitude
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