农业类高校非英语专业大学生外语学习焦虑研究  

Study on FLL Anxiety of Non-English Major Students from Chinese Agricultural University

作　　者：刘春桃[1] 王蕴峰[2] 尹晓霞[3] 

机构地区：[1]华南农业大学经济管理学院,广东广州510642 [2]广东外语外贸大学英文学院,广东广州510420 [3]华南农业大学外国语学院,广东广州510642

出　　处：《华南农业大学学报（社会科学版）》2008年第1期144-151,共8页Journal of South China Agricultural University(Social Science Edition)

基　　金：广东省教育科研“十一五”规划重点项目(06TJZ012);华南农业大学校长基金(2005K019)

摘　　要：采用问卷调查和访谈相结合的研究方法,分析中国农业类高校非英语专业大学生外语学习焦虑的主要特征、形成原因和采取的措施。得出以下结论:外语学习焦虑普遍存在于农业类高校非英语专业大学生中;外语学习焦虑与大学英语四级成绩负相关;不同性别、不同专业的大学生在外语焦虑方面没有显著差异。外语学习焦虑形成的主要原因有:口语和听力差;害怕否定评价;考试焦虑;社会和学校环境的影响;独特的心理特征等。减轻外语学习焦虑的措施包括:提高学生的自信;发挥教师的积极作用;营造轻松的课堂环境;增强外语学习动机和兴趣;改革测试内容、测试方法和评分方法;尊重学生的学习风格和个性特征。Anxiety has important effect on foreign language teaching and learning. With the methods of FLCAS questionnaire and a post-test interview, the study probes into main characteristics of foreign language anxiety （FLA）, its factors leading to FLA and some measurements to reducing FLA. The conclusions are obtained： FLA is pervasive in non-English major students from agricultural universities, and correlates with CET-4 performance negatively; there is no significant difference between female and male, no difference among different specialties. Post-test interview suggests numerous and various sources for FLA, such as speaking ability, poor listening, being fear of negative evaluation, test anxiety and.particular psychological characteristics. FLA can be reduced by the following ways： foster students＇ self-esteem, exert the teachers＇ role, create a relaxed teaching environment, improve interest and motivation of foreign language learning, transform traditional English teaching, reform test way and content, respect students.＇ learning preference and personalities.

关 键 词：外语焦虑 外语学习 CET-4成绩 

分 类 号：G442[哲学宗教—心理学]