外语阅读焦虑与阅读成绩关系研究:任务难度的影响

The Effect of Task Difficulty on the Relationship between Foreign Language Reading Anxiety and Reading Performance

采用外语阅读焦虑量表(FLRAS)对英语入学成绩无显著差异的352名非英语专业本科一年级学生进行了调查,收集了他们的大学英语四级模拟考试中两种任务难度阅读题型的成绩,探索了阅读任务难度对外语阅读焦虑水平与阅读成绩关系的影响。结果表明:(1)中国大学生普遍体验到中等程度的外语阅读焦虑及高等程度的细节焦虑,高焦虑的学生过多关注阅读内容细节,担心阅读理解效果,对外语阅读不自信并带有恐惧情绪;(2)外语阅读焦虑水平与阅读成绩之间的关系受阅读任务难度的影响,在较难阅读任务上,中、高等程度焦虑的学生与低焦虑的学生在阅读成绩上有显著差异,而在较容易任务上则不存在显著差异。

This study examines the foreign language reading anxiety level of 352 Chinese ESL first-year university students with placement test at the same level and explores the effect of task difficulty on the relationship between reading anxiety and reading performance.Data is collected from FLRAS and two CET 4 reading tasks at different difficulty levels.The results reveales that Chinese ESL college students generally suffered intermediate level of reading anxiety and high level of detail anxiety.Anxious students focus on recognizing the words,worry failure in comprehending the passage and lack confidence in reading comprehension.ANOVA tests indicated a significant difference in reading performance at high-difficulty reading tasks and no difference in reading performance at comparatively easy reading tasks between high-anxiety and low-anxiety students.