从“语言公差”谈二语习得焦虑产生的原因  

On the Source of Language Anxiety from the Perspective of Language Tolerance

作　　者：林红[1] 

机构地区：[1]惠州学院外语系,广东惠州516007

出　　处：《长春师范学院学报》2007年第5期118-121,共4页Journal of Changchun Teachers Coliege

摘　　要：外语学习者个体差异通常包括三方面:学习者对语言学习的看法;学习者情感态度;学习者一般性因素。目前对情感态度的研究通常是从学习者一般性因素的角度入手,对于学习者对语言学习的看法却研究较少,然而,外语学习焦虑作为情感态度的一个组成部分,其产生的根本原因却正在于此。外语学习者中普遍存在的乌托邦式的学习目标与学他们实际能达到的水平之间的差异称为"语言公差",它应是外语学习焦虑产生的根本原因。因此,建立客观的语言学习目标,辅之以相关学习策略才能根本解决外语学习焦虑的问题。Individual learner differences often include three variables： beliefs about language learning, affective states and genera factors. Researchers usually study the influence of affective states on language learning from the perspective of general factors. However, much less attention has been paid to the importance of beliefs about language learning, just from which lan- guage anxiety,as one of affective states, really derives tend to idealize their goal of language learning. The gap between most language learners＇ utopian goal and the level that they can actually achieve in foreign language learning is named ＂linguistic tolerance＂and it is supposed to be the very source of language anxiety. Therefore a correct learning goal,along with scientific strategies, is critical to reduce anxiety.

关 键 词：外语学习焦虑 个体差异 中介语 语言公差 

分 类 号：H31[语言文字—英语]