非英语专业大学生语言学习焦虑多维研究

Multi-Dimensional Study on Language Learning Anxiety of Non-English Majors

语言焦虑与语言学习紧密相关。从学习者的性别、地域、专业、英语语言水平四个维度对语言焦虑进行调查研究后发现,被试在与英语本族语人交谈时焦虑程度最高。英语课堂焦虑总体水平不会因性别、地域、专业差异而有太大改变,却会随语言水平的提高而降低。焦虑因子害怕上英语课失败、对英语课的消极态度和其他未归因项目存在具有统计意义的性别差异;焦虑因子言语焦虑和负评价恐惧存在显著的地域差异;不同专业被试在四个焦虑因子与未归因项目上不存在显著差异;不同语言水平被试在三个焦虑因子和未归因项目上存在显著差异。

Language anxiety is closely connected with language learning. This study is trying to analyze language anxiety from four dimensions： gender, district, major and English language proficiency. The research finds out that the subjects experience the greatest anxiety when talking with native English speakers. Differences in gender, district and major will not produce the change of the subjects＇ English classroom anxiety level which is positively correlated with language proficiency. There exists statistically gender difference in anxiety factors fear of failing English classes, negative attitudes towards English classes and other items not included in anxiety factors. And district difference exists in anxiety factor speech anxiety and fear of negative evaluation. The subjects from different majors show no obvious difference in four anxiety factors and other items. The subjects of different language proficiencies reveal significant difference in three anxiety factors and other items.