外语焦虑与语言学习困难因果指向论证  

The Causal Direction of Language Anxiety and Language Learning Difficulty

作　　者：陶继芬 贺照敏 Tao Ji-fen;He Zhao-min(Foreign Languages Department,Jilin University of Finance and Economics,Changchun 130117,China;College of Psychology,Northwest Normal University,Lanzhou 730070,China)

机构地区：[1]吉林财经大学公共外语教研部,长春130117 [2]西北师范大学心理学院,兰州730070

出　　处：《外语学刊》2021年第2期78-83,共6页Foreign Language Research

基　　金：吉林省教育科学规划项目“母语环境中大学英语口语课堂CBI教学研究”(GH150281)的阶段性成果。

摘　　要：外语焦虑和二语学习困难的因果指向关系,一直是专家学者争论的焦点。本研究从言语距离(linguistic distance)角度出发,对108名中国学生和72名墨西哥学生英语课堂外语焦虑水平进行调查,结果发现中国英语学习者的外语焦虑水平高于墨西哥英语学习者。对外语焦虑的各个方面深入研究发现中国英语学习者的交际畏惧水平、负面评价恐惧水平和考试焦虑水平都比墨西哥英语学习者高,这与我们的假设相符。因此,得出结论:言语距离更远的二语学习者,在习得第二语言重置其第一语言的参数(parameter setting)以匹配第二语言特征时,编解码所付出更大的认知努力,可以导致更高程度的外语焦虑。也就是说,外语焦虑可能是更大的认知加工努力带来的语言学习困难造成的。The causal direction of language anxiety and language learning difficulty has long been disputed among second language acquisition researchers. From the perspective of linguistic distance, this study compared language anxiety level between 108 Chinese and 72 Mexican undergraduate students using the Foreign Language Classroom Anxiety Scale(FLCAS). Results of analyses of covariance revealed that the Mexican students had lower levels of language anxiety than the Chinese students in classroom settings, and the same pattern was observed in communication apprehension, fear of negative evaluation and test anxiety, which supported our hypothesis. Therefore, a conclusion was made that cognitive load generated by encoding and decoding during parameter-resetting for a greater first-to-second language linguistic distance could lead to higher levels of language anxiety. In other words, language difficulty resulting from more cognitive processing efforts may be the cause of language anxiety.

关 键 词：言语距离 外语焦虑 外语课堂焦虑量表 二语学习者 学习困难 认知负荷 

分 类 号：H319[语言文字—英语]