直播课堂环境下大学生外语学习焦虑和自我调节策略研究  

College students’foreign language learning anxiety and self-regulation strategies in live classes

作　　者：王爱静[1] 李旭奎[1] 闫海娟[1] WANG Aijing;LI Xukui;YAN Haijuan

机构地区：[1]中国海洋大学

出　　处：《外语教育研究前沿》2024年第2期69-75,94,共8页Foreign Language Education in China

基　　金：青岛市教育科学“十四五”规划2021年度课题“积极心理学视角下高中生外语学习焦虑情绪调节研究”(课题批准号:QJK2021D110)的阶段性研究成果。

摘　　要：本文以682名大学生为研究对象,通过问卷调查探究直播课堂环境下外语学习焦虑和自我调节策略的类型以及二者的关系。研究发现:(1)直播课堂下存在独特的外语学习焦虑类型,其中直播学习情境缺乏焦虑最为突出;(2)策略使用和焦虑程度呈低度正相关关系;(3)不同焦虑水平的学生使用的自我调节策略存在差异;(4)焦虑水平高的学生使用认知与情感策略和回避策略的频率更高。本研究可为外语教师提供启示:教师应努力改善直播课的外语学习情境,并指导学生采取积极的自我调节策略应对焦虑。Based on the questionnaire administered to 682 Chinese college students,this paper explored college students’foreign language learning anxiety and self-regulation strategies in live classes.Results show that:(1)there are unique types of anxiety for foreign language learning in live classes,among which the anxiety about the lack of live learning situation is the most prominent;(2)there is a low level of positive correlation between strategy employment and anxiety level;(3)students of different levels of anxiety differ in their use of self-regulation strategies;(4)learners with high anxiety tend to use more cognitive-affective strategies and avoidance strategies.This paper suggests that teachers should work to enhance foreign language learning context in live classes and guide students to adopt positive self-regulation strategies to cope with anxiety.

关 键 词：直播课堂 外语学习焦虑 自我调节策略 

分 类 号：H319[语言文字—英语]