学习不良青少年英语学习焦虑的特点  

Characteristics of English Learning Anxiety for Adolescent with Learning Difficulties

作　　者：徐淑燕[1] 杨宪华[1] 

机构地区：[1]陕西商洛学院,商洛中国726000

出　　处：《中国健康心理学杂志》2014年第3期447-449,共3页China Journal of Health Psychology

基　　金：陕西省教育厅科研计划项目(编号:2013JK0414);商洛学院教育教学改革项目(编号:13jyjx142)

摘　　要：目的考察学习不良青少年英语学习焦虑的特点,为改善其焦虑情绪提供依据。方法采用外语学习焦虑问卷和基本资料调查表,对陕西200名学习不良青少年学生进行调查。结果焦虑总分(t=3.10,P<0.01)及紧张不安(t=3.82,P<0.001)和害怕说英语(t=2.31,P<0.05)因子分的性别差异显著;焦虑总分及各因子分的城乡和独生差异不显著;焦虑总分(F=12.31,P<0.001)及担心(F=7.22,P<0.01)、紧张不安(F=7.04,P<0.01)、害怕说英语(F=12.90,P<0.001)和害怕课堂提问(F=5.28,P<0.01)因子分的学业阶段差异显著;担心因子分的学习年限差异显著(F=3.60,P<0.05)。结论学习不良青少年的英语学习焦虑存在性别、学业阶段的差异。Objective To provide basis for improving anxiety of adolescent with learning difficulties,characteristics of English learn- ing anxiety were investigated. Methods A total of 200 adolescent with learning difficulties in Shaanxi were surveyed by using FLCAS and self-developed personal data questionnaire. Results There were differences on total anxiety （ t = 3.10, P 〈 0.01 ）, emotionality （ t = 3.82 ,P 〈 0.001 ）and speech anxiety（ t = 2.31, P 〈 0.05 ）between boys and girls;No differences were found on anxiety between urban and rural students, only child and non-only child;There were differences on total anxiety（ F = 12.31, P 〈 0. 001 ） , worry （F = 7.22, P 〈 O. 01 ）, emotionality （ F = 7.04, P 〈 0.01 ） , speech anxiety （ F = 12.90, P 〈 0.001 ） and communication anxiety （ F = 5.28, P 〈 0.01 ） a- mong students with different education background ; There was difference on worry （ F = 3.60, P 〈 0.05 ） among students with different learning years. Conclusion There are some differences on anxiety with different gender and education background students, boys＇anxiety is higher than girls, high school students Janxiety is higher than college ones.

关 键 词：英语学习焦虑 学习不良青少年 焦虑 英语学业情绪 

分 类 号：B844.2[哲学宗教—发展与教育心理学]