关于高校日语专业学生课堂焦虑的实证研究

Empirical Research on Japanese Classroom Anxiety among Chinese Learners

研究高校日语专业学生课堂焦虑状况发现:相比于以往其它研究样本,本研究中被试的平均焦虑水平更高;学生的日语课堂焦虑(交际焦虑、负评价焦虑、考试焦虑)与日语成绩之间存在显著的负相关;课堂焦虑水平的性别差异不显著;不同班级在日语成绩分布状况上具有较大差异,且在日语课堂焦虑量表试题项中也存在具有显著差异的试题。研究表明学生的学习兴趣和学习态度对日语成绩会产生重大影响;学生的日语课堂焦虑主要来自于教师的课堂提问、对课堂学习内容的理解、教师对学生的反馈方式、对日语成绩以及自身能力的担忧。

Our study of student anxiety in Japanese language classrooms reveals higher levels of anxiety than previously seen. There is a significant negative correlation between the level of classroom anxiety （communication apprehension, fear of nega- tive evaluation, test anxiety） and the test scores, but there is no significant difference in anxiety levels between genders. We find students in different classes have a huge difference in examination score, as well as a significant difference in the Japanese Class- room Anxiety Scale test questions. Our research shows that the students＇ attitudes towards learning have a significant impact on their academic performance. The sources of this anxiety originate in the teacher＇s classroom questioning, the understanding of the classroom learning content, the teacher＇s feedback to the students, the worries of the test scores and their own ability.