课堂环境下英语学习焦虑感与口语流利性关系

Relationship between English Learning Anxiety and Oral Fluency in Foreign Language Classroom Setting

运用外语焦虑量表对12名非英语专业二年级大学生课堂英语学习焦虑感与口语流利性关系进行研究。结果表明:学生英语学习焦虑感与口语流利性呈显著负相关,即焦虑感越强的学生,话语中非自然停顿次数就越多,语速自然也就越慢,输出的命题变量也就越少,口语流利性往往越低;男生的外语焦虑水平与非自然停顿数显著高于女生,而女生在语速及命题变量方面明显高于男生。

The Foreign Language Classroom Anxiety Scale was used to examine the relationship between English learning anxiety and the oral fluency in the classroom setting of 12 non-English majors＇ college students. The results indicated： There was significant negative correlation between English learning anxiety and oral fluency, that is, students with stronger anxiety spoke more slowly, stopped more frequently, yielded fewer acceptable sentences, and produced sentences less fluently; The level of anxiety and the number of period of the male students were significantly higher than the female ones, while the speaking rate and the number of acceptable sentences of the female were greatly higher than the male ones.