大学英语课堂焦虑感透视

An Insight into Anxiety in College English Classroom

传统的外语教学过于注重发展语言认知能力,忽视了学习者的情感发展。随着语言教学重点转向学习者,外语学习过程中的情感问题逐渐引起人们的关注。积极的学习者情感,如:强烈的学习动机,积极的学习态度,坚定的学习信念,健康的个性特征等会对学习产生促进作用。而消极的情感,如:焦虑,抑制,紧张甚至恐惧感则会阻碍学习过程中的输入,建构和内化。笔者对所教授的大学英语学生进行了语言焦虑度的问卷调查,结果发现:焦虑情感普遍存在于外语学习过程中并与外语成绩之间存在负相关性。在此基础上,提出了课堂应对策略,希望给大学英语教学提供借鉴。

Traditional foreign language teaching put unduly emphasis on the development of learner＇s language competence at the cost of their affective growth. With the practice of learner - centered teaching model, great attention has been paid to the learner＇s affective problems. Positive learner＇s affects such as strong motivation, active attitude, firm belief and healthy personality can facilitate language learning, while negative ones such as anxiety, prohibition, stress and apprehension may inhibit the input, construction and internalization in the learning process. A survey concerning learning language anxiety is conducted to discover the general pattern of students＇language anxiety. The paper also analyzes the correlation between students＇language performance and language anxiety and puts forward some countermeasures for EFL teaching.