混合教学模式下高职学生外语焦虑分析及应对策略

The Analysis and Coping Strategies of Foreign Language Anxiety Among Vocational College Students Under Blended Learning Mode

外语焦虑与学习者所处的外语学习情境有着密切关系,是影响学习者外语学习的关键情感因素变量。通过对389名高职学生进行的实证研究发现,在混合教学模式下,“表达交流焦虑”与“自我评价忧虑”两个因子是高职学生外语焦虑的主要来源,高职学生的外语焦虑与其外语成绩呈负相关的关系。基于问卷与访谈的结果,结合教学实际分析得知,混合教学模式下造成高职学生外语焦虑的主要原因是教学缺乏真实性语境、课程面临根本性改变以及学生存在个性化需求。混合教学模式应通过丰富多模态真实交互、完善过程性课程考核和推进差异化教学改革的方式进行改进,进而缓解学习者的外语焦虑。

Foreign language anxiety is closely related to the foreign language learning context in which learners are situated,and it is a key affective variable which affects the learners’foreign language learning.The study is an empirical research on 389 vocational college students,and the findings show that:under the Blended Learning Mode:“Expression and communication anxiety”and“self-evaluation anxiety”are the main sources of foreign language anxiety among vocational college students;and there is a negative correlation between the learner’s foreign language anxiety and his/her foreign language proficiency.Based on the results of questionnaires and interviews,combined with teaching practice,it is found that three factors are the main reasons for foreign language anxiety among vocational college students,including the lack of sufficient authentic context in Blended Learning Mode,the need for students to gradually adapt to fundamental changes in teaching,and the significant individual differences in the classroom.In order to alleviate learners’foreign language anxiety,for the Blended Learning Mode,it is imperative to enrich authentic multimodal interaction,improve process-oriented curriculum assessment,and promote differentiated teaching reform.