非英专低年级学生英语学习焦虑对学习效果的影响探究——以中国矿业大学(北京)为例  

Study on the Impact of English Learning Anxiety on Learning Effects in Non-English Junior College Students —Taking China University of Mining and Technology (Beijing) as an Example

作　　者：赵芸谊 黄美地 石煜玮 李祉涵 袁景怡 

机构地区：[1]中国矿业大学(北京)文法学院,北京

出　　处：《教育进展》2023年第11期9421-9427,共7页Advances in Education

摘　　要：本研究通过外语课堂焦虑量表以及访谈的方式对中国矿业大学(北京)低年级非英语专业的665位学生的课堂焦虑情绪以及学习效果相关性研究调查。通过量表和访谈数据分析发现:被试者的沟通恐惧的分值最大,考试恐惧的分值最小;学习效果与三个维度之间皆存在负相关关系,其中考试恐惧与成绩之间呈显著的负相关关系。回归结果显示预测变量中三个变量,即“对负面评价的恐惧”、“沟通恐惧”、“考试恐惧”均对四级成绩具有预测作用。This study investigated the correlation between classroom anxiety and the learning effect of 665 non-English majors in the lower grades of China University of Mining and Technology (Beijing) by means of foreign language classroom anxiety scale and interview. Through the analysis of scale and interview data, it is found that the subjects have the highest score for communication fear and the lowest score for exam fear. There is a negative correlation between the learning effect and the three dimensions, and there is a significant negative correlation between test fear and grade. The regres-sion results showed that three of the predictive variables, namely “fear of negative evaluation”, “fear of communication” and “fear of examination”, all had predictive effects on CET-4 scores.

关 键 词：课堂焦虑情绪 学习效果 相关性 

分 类 号：G63[文化科学—教育学]