大学生成就目标定向、英语焦虑与英语成绩的关系研究

College English Teaching: Research on Relationship between College Students' Achievement Goal Orientation,English Language Anxiety and English Performance

采用数理统计方法,以383名本科生为对象,分析了大学生英语成绩与成就目标定向、英语焦虑间的关系。结果表明:(1)大学生成就目标定向多为掌握接近型和掌握回避型,英语焦虑程度普遍较高。(2)女生成绩回避目标定向显著高于男生,男女生英语焦虑及英语成绩没有显著差异。(3)掌握接近目标定向与英语成绩呈显著正相关,与英语学习焦虑呈显著负相关;掌握回避目标定向与英语成绩不相关,与英语学习焦虑呈显著正相关;成绩接近目标定向与英语成绩不相关,与英语学习焦虑呈显著负相关;成绩回避目标定向与英语成绩呈负相关,与英语学习焦虑呈显著正相关。本研究对于大学阶段的英语教学具有一定的启示。

This study adopts a mathematical research method and examines the relationship between college students' English performance,achievement goal orientation and English language anxiety by analyzing data collected from 383 college students in Guangzhou. Results show that:(1) college students who mainly adopt the mastery-approach and mastery-avoidance goal orientation have a high level of English language anxiety;(2) English performance of female students who adopt the performance-avoidance goal orientation is better than that of male students of the same orientation,and there is no significant difference between male and female students in English language anxiety and English performance;(3) the mastery-approach goal orientation is positively related to English performance,and negatively related to English language anxiety; the mastery-avoidance goal orientation is not related to English performance but is positively related to English language anxiety; the performance-approach goal orientation is not related to English performance but is negatively related to English language anxiety; performance-avoidance goal orientation is negatively related to English performance but positively related to English language anxiety. The findings have some bearing on the English teaching practice in colleges and universities.