中国英语学习者外语焦虑与学业成绩的关系:基于元分析的论证

A meta-analysis on Chinese EFL learners’foreign language anxiety and foreign language learning outcomes

学界普遍认同学习者的外语焦虑水平与外语学业成绩负向相关,但对"焦虑—成绩"相关程度的结论却存在分歧。本研究采用元分析方法,整合43项国内外相关研究的66个独立效应量(24596名被试),发现中国英语学习者的外语焦虑水平与学业成绩呈中等程度的负相关关系(r=-0.33)。亚组检验和元回归分析结果表明,外语成绩评价方式、学段、"焦虑—成绩"类别、年龄对中国英语学习者外语"焦虑—成绩"关系具有调节作用,而外语测试类别、性别和学科背景不是"焦虑—成绩"关系的调节变量。研究结果可为中国英语学习者的外语学习情绪探究及外语教学实践提供参考。

Though it is generally agreed that learners’foreign language(FL)anxiety is negatively correlated with their FL learning outcomes,the reported degree of the correlation varies from study to study.The present study investigated the relationship between Chinese EFL learners’FL anxiety and learning outcomes via a meta-analysis of 66 independent samples with 24596 participants from 43 studies.A moderate negative correlation(r=-0.33)was found between Chinese EFL learners’FL anxiety and learning outcomes.Subgroup analysis and meta-regression analysis revealed that FL achievement measures,educational levels,anxiety-achievement types and age modulated Chinese EFL learners’anxiety-achievement correlation,while test types,genders and disciplines were not moderator variables.The results are expected to contribute to the research on Chinese EFL learners’emotions in FL learning and the practice of FL teaching.