外语课堂焦虑及教学策略
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摘要
近年来，外语教学研究的重点已经从教师如何教学转向学生如何学习。在这一过程中，学者们已经越来越重视学生的情感因素在教学中的作用。研究发现，外语焦虑是情感领域中最重要的因素之一。
本文首先简要阐述了国内外情感研究的历史、现状及其方向。在相关文献的启发下，作者试图探讨中国非英语专业大学生的外语课堂焦虑现象，全面了解学生在外语课堂上的焦虑感，探求缓解高焦虑的途径。其次，在摆出问题的情况下，作者采用问卷、学生日记及访谈等工具进行研究。结果发现，非英语专业大学生在英语课堂上确实存在焦虑感，而且这种焦虑感反过来会影响他们的英语学习。数据分析显示，课堂焦虑的成因主要有学生自身的因素和教师、教学过程等外部因素，而且外语焦虑有不同的表现方式。接着，作者着重提出了与焦虑成因相对应的教学策略，旨在缓解学生的语言焦虑，消除外语焦虑对英语学习的负面影响。最后，作者概述本研究的主要内容，正面回答相关问题，阐述本研究对当前大学外语教学的理论意义与实践价值，指出本研究的局限性，并提出后续研究的建议。
To improve English learning and teaching, many teachers and researchers have paid increased attention to learners' affective variables, shifting from the focus on the way the teacher teaches to the way the student learns. And foreign language anxiety is agreed to be one of the most important factors in this aspect.
This thesis sums up the previous and current research in the affective domain and finds out what is still left to be done. Inspired by the fruitful western research results in language anxiety, the author attempts to conduct an investigation on English language anxiety in the Chinese context, to have a full understanding of anxiety in EFL classroom, and to improve college students' learning of English.
By means of a questionnaire, students' learning diaries, and interviews, the author finds that Chinese non-English majors experience anxiety in EFL classroom and foreign language anxiety interferes with their English learning. Through the analysis of the data the author examines the sources leading to foreign language anxiety. The study suggests that the problem of language anxiety is not only due to the learner but also to the language learning experience including the instructor and the methodology. After probing learners' different manifestations of foreign language anxiety, the author puts forward some teaching strategies to relax anxiety, which are able to help release students' learning anxiety in class and improve classroom-teaching quality. The thesis ends with a summary of this investigation, implications and limitations of the study, and suggestions for future research.
本文首先简要阐述了国内外情感研究的历史、现状及其方向。在相关文献的启发下，作者试图探讨中国非英语专业大学生的外语课堂焦虑现象，全面了解学生在外语课堂上的焦虑感，探求缓解高焦虑的途径。其次，在摆出问题的情况下，作者采用问卷、学生日记及访谈等工具进行研究。结果发现，非英语专业大学生在英语课堂上确实存在焦虑感，而且这种焦虑感反过来会影响他们的英语学习。数据分析显示，课堂焦虑的成因主要有学生自身的因素和教师、教学过程等外部因素，而且外语焦虑有不同的表现方式。接着，作者着重提出了与焦虑成因相对应的教学策略，旨在缓解学生的语言焦虑，消除外语焦虑对英语学习的负面影响。最后，作者概述本研究的主要内容，正面回答相关问题，阐述本研究对当前大学外语教学的理论意义与实践价值，指出本研究的局限性，并提出后续研究的建议。
To improve English learning and teaching, many teachers and researchers have paid increased attention to learners' affective variables, shifting from the focus on the way the teacher teaches to the way the student learns. And foreign language anxiety is agreed to be one of the most important factors in this aspect.
This thesis sums up the previous and current research in the affective domain and finds out what is still left to be done. Inspired by the fruitful western research results in language anxiety, the author attempts to conduct an investigation on English language anxiety in the Chinese context, to have a full understanding of anxiety in EFL classroom, and to improve college students' learning of English.
By means of a questionnaire, students' learning diaries, and interviews, the author finds that Chinese non-English majors experience anxiety in EFL classroom and foreign language anxiety interferes with their English learning. Through the analysis of the data the author examines the sources leading to foreign language anxiety. The study suggests that the problem of language anxiety is not only due to the learner but also to the language learning experience including the instructor and the methodology. After probing learners' different manifestations of foreign language anxiety, the author puts forward some teaching strategies to relax anxiety, which are able to help release students' learning anxiety in class and improve classroom-teaching quality. The thesis ends with a summary of this investigation, implications and limitations of the study, and suggestions for future research.
引文
Aida, Y. 1994. Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: the case of students of Japanese [J]. The Modern Language Journal, 78:155-168.
Alpert & Haber. 1960. Anxiety in academic achievement situations [J]. Journal of Abnormal and Social Psychology, 61: 207-215.
Andres, V. 2000. Self-esteem in the classroom or the metamorphosis of butterflies [J]. In Arnold (Ed.), 2000, 87-102.
Arnold, J. 2000. Affect in Language Learning [M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. 1983. Competitiveness and anxiety in adult second language learning: looking at and through diaries studies [J]. In Seliger, H. W. & Schohamy, E. (Eds.), 1989, Second Language Research Methods. Oxford: OUP.
Bang, Y. 1999. Factors affecting Korean students' risk-taking behavior in an EFL classroom, Unpublished Dissertation.
Brown, H. D. 1994. Principles of Language Learning and Teaching [M]. Englewood Cliffs, NJ: Prentice Hall.
Cheng, Y., Horwitz, E.K. & Schallert, D. L. 1999. Language anxiety: differentiating writing and speaking components [J]. Language Learning, 49: 417-446.
Clement, R., Gardner, R. C. & Smythe, P. C. 1977. Motivational variables in second language acquisition: a study of Francophones learning English [J]. Canadian Journal of Behavioral Science, 9:123-133.
Clement, R., Gardner, R. C. & Smythe, P. C. 1980. Social and individual factors in second language acquisition [J]. Canadian Journal of Behavioral Science, 12: 293-302.
Crookall, D. & Oxford, R. 1991. Dealing with anxiety: some practical activities for language learners and teacher trainees [C]. In Horwitz, E. K. & Young, D. J. (Eds.), 1991, Language Anxiety: From Theory and Research to Classroom
Implications. Englewood Cliffs, NJ: Prentice Hall, 169-176.
Ellis, R. 1994. Understanding Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press.
Ely, C. M. 1986. An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom [J]. Language Learning, 36: 1-25.
Endler, N. S. 1980. Person-situation interaction and anxiety [C]. In Kutash, I. L. (Ed.), Handbook on Stress and Anxiety. San Francisco, California: Jossey-Bass, 249-266.
Ganschow, L. & Sparks, R. 1996. Anxiety about foreign language learning among high school women [J]. The Modern Language Journal 80:199-212.
Gardner, R. C. & Maclntyre, P. D. 1993a. A Student's contributions to second language learning. Part Ⅱ: Affective variables [J]. Language Teaching, 26:1-11.
Gardner, R. C. & Smythe, P. C. 1975. Second Language Acquisition: A Social Psychological Approach (Research Bulletin No. 332) [M]. London, Ontario: The University of Western Ontario.
Gardner, R. C., Smythe, P. C. & Clement, R. 1979. Intensive second language study in a bicultural milieu: an investigation of attitudes, motivation and language proficiency [J]. Language Learning, 29: 305-320.
Hancock, D. R. 2001. Effects of test anxiety and evaluative threat on students' achievement and motivation [J]. The Journal of Educational Research, 94:284-290.
Hembree, R. 1988. Correlates, causes, effects, and treatment of test anxiety [J]. Review of Educational Research, 58:47-77.
Horwitz, E. K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale [J]. TESOL Quarterly, 20: 559-562.
Horwitz, E. K., Horwitz, M. B. & Cope, J. 1986. Foreign language classroom anxiety [J]. Modern Language Journal, 70:125-132.
Horwitz, E. K. & Young, D. J. 1991. Language Anxiety: From Theory and Research to Classroom Implications [M]. Englewood Cliffs, NJ: Prentice
Hall.
Krashen, S. D. 1981. Second Language Acquisition and Second Language Learning [M]. New York: Pergamon Press.
Levitt, E. E. 1980. The Psychology of Anxiety [M]. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Lucas, J. 1984. Communication apprehension in the ESL classroom: getting our students to talk [J]. Foreign Language Annals, 17: 593-598.
MacIntyre, P. D. & Gardner, R. C. 1988a. The Measurement of Anxiety and Applications to Second Language Learning: An Annotated Bibliography [M]. London, Ontario.
MacIntyre, P. D. & Gardner, R. C. 1989. Anxiety and second language learning: toward a theoretical clarification [J]. Language Learning, 39:251-275.
MacIntyre, P. D. & Gardner, R. C. 1991a. Methods and results in the study of anxiety and language learning: a review of the literature [J]. Language Learning, 41:85-117.
MacIntyre, P. D. & Gardner, R. C. 1991b. Language anxiety: its relationship to other anxieties and to processing in native and second languages [J]. Language Learning, 41: 513-534.
MacIntyre, P. D. & Gardner, R. C. 1994b. The subtle effects of language anxiety on cognitive processing in the second language [J]. Language Learning, 44:283-305.
MacIntyre, P. D., Noels, K. A. & Clement, R. 1997. Biases in self-ratings of second language proficiency: the role of language anxiety [J]. Language Learning, 47: 265-287.
MacIntyre, P. D. & Charos, C. 1996. Personality, attitudes, and affect as predictors of second language communication [J]. Journal of Language and Social Psychology, 15: 3-26.
McCroskey, J. C. 1984. The communication apprehension perspective [C]. In Daly, J. A. & McCroskey, J. C. (Eds.) Avoiding Communication: Shyness, Reticence, and Communication Apprehension. Beverly Hills: Sage.
Mischel, W. & Peake, P. K. 1982. Beyond déjà vu in the search for cross-situational consistency [J]. Psychological Review, 89:730-755.
Muchnick, A. G. & Wolfe, D. E. 1982. Attitudes and motivations of American students of Spanish [J]. The Canadian Modern Language Review, 38: 262-281.
Phillips, E. M. 1992. The effects of language anxiety on students' oral test performance and attitudes [J]. The Modern Language Journal, 76:14-76.
Sarason, I. G. 1984. Stress, anxiety, and cognitive interference: reactions to tests [J]. Journal of Personality and Social Psychology, 46: 929-938.
Sarason, I. G. 1986. Test anxiety, worry, and cognitive interference [C]. In Schwarzer, R. (Ed.), Self-related Cognition in Anxiety and Motivation. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 19-34.
Scovel, T. 1978. The effect of affect on foreign language learning: a review of the anxiety research [J]. Language Learning, 28:129-142.
Slavin, R. B. 1990. Cooperative Learning: Theory, Research, and Practice [M]. Englewood Cliffs, NJ: Prentice Hall.
Spielberger, C. D. 1983. Manual for the State-trait Anxiety Inventory (From Y) [M]. Palo Alto, CA: Consulting Psychologists Press.
Steinberg, F. S. & Horwitz, E. K. 1986. The effect of induced anxiety on the denotative and interpretive content of second language speech [J]. TESOL Quarterly, 20: 131-136.
Taylor, S. E. & Brown, J. D. 1988. Illusion and well-being: a social psychological perspective on mental health [J]. Psychological Bulletin, 103: 193-210.
Taylor, S. E. & Brown, J. D. 1994. Positive illusions and well-being revisited: separating fact from fiction [J]. Psychological Bulletin, 116: 21-27.
Tobias, S. 1986. Anxiety and cognitive processing of instruction [C]. In Schwarzer, R. (Ed.), Self-related Cognition in Anxiety and Motivation. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 35-54.
Turula, A. 2002. Language anxiety & classroom dynamics: a study of adult learners [J]. English Teaching Forum, April: 28-34.
Watson, D. & Friend, R. 1969. Measurement of social-evaluative anxiety [J]. Journal of Consulting and Clinical Psycholog, 32:117-122.
Young, D. J. 1986. The relationship between anxiety and foreign language oral proficiency ratings [J]. Foreign Language Annals, 19: 439-445.
Young, D. J. 1991. Creating a low-anxiety classroom environment: what does language anxiety research suggest? [J] The Modern Language Journal, 75: 426-437.
Young, D. J. 1992. Language anxiety from the foreign language specialists' perspective: interviews with Krashen, Omaggio Hadley, Terrell, and Rardin [J]. Foreign Language Annals, 25:157-172.
陈洪．2002，大学英语学习焦虑及其应对方式研究[MA]，西南师范大学。
戴曼纯，2000，情感因素及其界定[J]，《外语教学与研究》第6期，470-474。
高延玲，2003，中国大学生英语课堂上的语言焦虑研究[MA]，陕西师范大学。
郝攻，郝若平，2001，英语成绩与成就动机、状态焦虑的相关研究[J]，《外语与外语教学》第2期，111-115。
黄远振，2003，新课程英语教与学[M]，福建：福建教育出版社。
刘润清，韦尔德，1998，外语教学与学习---理论与实践[M]，北京：高等教育出版社。
刘润清，吴一安等，2000，中国英语教育研究[M]，北京：外语教学与研究出版社。
卢家槐，2000，情感教学心理学[M]，上海：上海教育出版社。
石景玲，2002，非英语专业大学生英语课堂焦虑与成绩相关性个案研究[MA]，湖南大学。
束定芳，庄智象，1996，现代外语教学[M]，上海：上海外语教育出版社。
王初明，1990，应用心理语言学[M]，长沙：湖南教育出版社。
王银泉，万玉书，2001，外语学习焦虑及其对外语学习的影响[J]，《外语教学与研究》第2期，122-126。
文卫平，朱明玉，1998，外语学习情感障碍研究[M]，西安：西北大学出版社。
翁德寿，1988，成人学习外语的心理恐惧和焦虑[J]，《外语界》第2期，42-43。
吴丁娥，2000，外语教学与外语习得中的“输入”及“情感障碍”[J]，《外语与外语教学》第6期。41-43。
洗吉昌．1999，情感智力与语言学习[J]，《外语与外语教学》第9期，25-27。
薛利芳，2002，焦虑在英语学习中的作用—对山西农业大学非英语专业学生的调查[MA]，陕西师范大学。
杨晋，2000，英语学生焦虑感和听力理解的关系[J]，《外语研究》第1期，54-57。
杨静，2002，外语教学中学习者消极情感消除及积极情感建构之探索[MA]，华中师范大学。
郑佩芸，2003，课堂提问与焦虑控制[J]，《外语界》第3期，26-30。
周丹丹，2003，外语课堂中的听力焦虑感和情感策略[J]，《国外外语教学》第3期，22-29。
Alpert & Haber. 1960. Anxiety in academic achievement situations [J]. Journal of Abnormal and Social Psychology, 61: 207-215.
Andres, V. 2000. Self-esteem in the classroom or the metamorphosis of butterflies [J]. In Arnold (Ed.), 2000, 87-102.
Arnold, J. 2000. Affect in Language Learning [M]. Beijing: Foreign Language Teaching and Research Press.
Bailey, K. 1983. Competitiveness and anxiety in adult second language learning: looking at and through diaries studies [J]. In Seliger, H. W. & Schohamy, E. (Eds.), 1989, Second Language Research Methods. Oxford: OUP.
Bang, Y. 1999. Factors affecting Korean students' risk-taking behavior in an EFL classroom, Unpublished Dissertation.
Brown, H. D. 1994. Principles of Language Learning and Teaching [M]. Englewood Cliffs, NJ: Prentice Hall.
Cheng, Y., Horwitz, E.K. & Schallert, D. L. 1999. Language anxiety: differentiating writing and speaking components [J]. Language Learning, 49: 417-446.
Clement, R., Gardner, R. C. & Smythe, P. C. 1977. Motivational variables in second language acquisition: a study of Francophones learning English [J]. Canadian Journal of Behavioral Science, 9:123-133.
Clement, R., Gardner, R. C. & Smythe, P. C. 1980. Social and individual factors in second language acquisition [J]. Canadian Journal of Behavioral Science, 12: 293-302.
Crookall, D. & Oxford, R. 1991. Dealing with anxiety: some practical activities for language learners and teacher trainees [C]. In Horwitz, E. K. & Young, D. J. (Eds.), 1991, Language Anxiety: From Theory and Research to Classroom
Implications. Englewood Cliffs, NJ: Prentice Hall, 169-176.
Ellis, R. 1994. Understanding Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press.
Ely, C. M. 1986. An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom [J]. Language Learning, 36: 1-25.
Endler, N. S. 1980. Person-situation interaction and anxiety [C]. In Kutash, I. L. (Ed.), Handbook on Stress and Anxiety. San Francisco, California: Jossey-Bass, 249-266.
Ganschow, L. & Sparks, R. 1996. Anxiety about foreign language learning among high school women [J]. The Modern Language Journal 80:199-212.
Gardner, R. C. & Maclntyre, P. D. 1993a. A Student's contributions to second language learning. Part Ⅱ: Affective variables [J]. Language Teaching, 26:1-11.
Gardner, R. C. & Smythe, P. C. 1975. Second Language Acquisition: A Social Psychological Approach (Research Bulletin No. 332) [M]. London, Ontario: The University of Western Ontario.
Gardner, R. C., Smythe, P. C. & Clement, R. 1979. Intensive second language study in a bicultural milieu: an investigation of attitudes, motivation and language proficiency [J]. Language Learning, 29: 305-320.
Hancock, D. R. 2001. Effects of test anxiety and evaluative threat on students' achievement and motivation [J]. The Journal of Educational Research, 94:284-290.
Hembree, R. 1988. Correlates, causes, effects, and treatment of test anxiety [J]. Review of Educational Research, 58:47-77.
Horwitz, E. K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale [J]. TESOL Quarterly, 20: 559-562.
Horwitz, E. K., Horwitz, M. B. & Cope, J. 1986. Foreign language classroom anxiety [J]. Modern Language Journal, 70:125-132.
Horwitz, E. K. & Young, D. J. 1991. Language Anxiety: From Theory and Research to Classroom Implications [M]. Englewood Cliffs, NJ: Prentice
Hall.
Krashen, S. D. 1981. Second Language Acquisition and Second Language Learning [M]. New York: Pergamon Press.
Levitt, E. E. 1980. The Psychology of Anxiety [M]. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Lucas, J. 1984. Communication apprehension in the ESL classroom: getting our students to talk [J]. Foreign Language Annals, 17: 593-598.
MacIntyre, P. D. & Gardner, R. C. 1988a. The Measurement of Anxiety and Applications to Second Language Learning: An Annotated Bibliography [M]. London, Ontario.
MacIntyre, P. D. & Gardner, R. C. 1989. Anxiety and second language learning: toward a theoretical clarification [J]. Language Learning, 39:251-275.
MacIntyre, P. D. & Gardner, R. C. 1991a. Methods and results in the study of anxiety and language learning: a review of the literature [J]. Language Learning, 41:85-117.
MacIntyre, P. D. & Gardner, R. C. 1991b. Language anxiety: its relationship to other anxieties and to processing in native and second languages [J]. Language Learning, 41: 513-534.
MacIntyre, P. D. & Gardner, R. C. 1994b. The subtle effects of language anxiety on cognitive processing in the second language [J]. Language Learning, 44:283-305.
MacIntyre, P. D., Noels, K. A. & Clement, R. 1997. Biases in self-ratings of second language proficiency: the role of language anxiety [J]. Language Learning, 47: 265-287.
MacIntyre, P. D. & Charos, C. 1996. Personality, attitudes, and affect as predictors of second language communication [J]. Journal of Language and Social Psychology, 15: 3-26.
McCroskey, J. C. 1984. The communication apprehension perspective [C]. In Daly, J. A. & McCroskey, J. C. (Eds.) Avoiding Communication: Shyness, Reticence, and Communication Apprehension. Beverly Hills: Sage.
Mischel, W. & Peake, P. K. 1982. Beyond déjà vu in the search for cross-situational consistency [J]. Psychological Review, 89:730-755.
Muchnick, A. G. & Wolfe, D. E. 1982. Attitudes and motivations of American students of Spanish [J]. The Canadian Modern Language Review, 38: 262-281.
Phillips, E. M. 1992. The effects of language anxiety on students' oral test performance and attitudes [J]. The Modern Language Journal, 76:14-76.
Sarason, I. G. 1984. Stress, anxiety, and cognitive interference: reactions to tests [J]. Journal of Personality and Social Psychology, 46: 929-938.
Sarason, I. G. 1986. Test anxiety, worry, and cognitive interference [C]. In Schwarzer, R. (Ed.), Self-related Cognition in Anxiety and Motivation. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 19-34.
Scovel, T. 1978. The effect of affect on foreign language learning: a review of the anxiety research [J]. Language Learning, 28:129-142.
Slavin, R. B. 1990. Cooperative Learning: Theory, Research, and Practice [M]. Englewood Cliffs, NJ: Prentice Hall.
Spielberger, C. D. 1983. Manual for the State-trait Anxiety Inventory (From Y) [M]. Palo Alto, CA: Consulting Psychologists Press.
Steinberg, F. S. & Horwitz, E. K. 1986. The effect of induced anxiety on the denotative and interpretive content of second language speech [J]. TESOL Quarterly, 20: 131-136.
Taylor, S. E. & Brown, J. D. 1988. Illusion and well-being: a social psychological perspective on mental health [J]. Psychological Bulletin, 103: 193-210.
Taylor, S. E. & Brown, J. D. 1994. Positive illusions and well-being revisited: separating fact from fiction [J]. Psychological Bulletin, 116: 21-27.
Tobias, S. 1986. Anxiety and cognitive processing of instruction [C]. In Schwarzer, R. (Ed.), Self-related Cognition in Anxiety and Motivation. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 35-54.
Turula, A. 2002. Language anxiety & classroom dynamics: a study of adult learners [J]. English Teaching Forum, April: 28-34.
Watson, D. & Friend, R. 1969. Measurement of social-evaluative anxiety [J]. Journal of Consulting and Clinical Psycholog, 32:117-122.
Young, D. J. 1986. The relationship between anxiety and foreign language oral proficiency ratings [J]. Foreign Language Annals, 19: 439-445.
Young, D. J. 1991. Creating a low-anxiety classroom environment: what does language anxiety research suggest? [J] The Modern Language Journal, 75: 426-437.
Young, D. J. 1992. Language anxiety from the foreign language specialists' perspective: interviews with Krashen, Omaggio Hadley, Terrell, and Rardin [J]. Foreign Language Annals, 25:157-172.
陈洪．2002，大学英语学习焦虑及其应对方式研究[MA]，西南师范大学。
戴曼纯，2000，情感因素及其界定[J]，《外语教学与研究》第6期，470-474。
高延玲，2003，中国大学生英语课堂上的语言焦虑研究[MA]，陕西师范大学。
郝攻，郝若平，2001，英语成绩与成就动机、状态焦虑的相关研究[J]，《外语与外语教学》第2期，111-115。
黄远振，2003，新课程英语教与学[M]，福建：福建教育出版社。
刘润清，韦尔德，1998，外语教学与学习---理论与实践[M]，北京：高等教育出版社。
刘润清，吴一安等，2000，中国英语教育研究[M]，北京：外语教学与研究出版社。
卢家槐，2000，情感教学心理学[M]，上海：上海教育出版社。
石景玲，2002，非英语专业大学生英语课堂焦虑与成绩相关性个案研究[MA]，湖南大学。
束定芳，庄智象，1996，现代外语教学[M]，上海：上海外语教育出版社。
王初明，1990，应用心理语言学[M]，长沙：湖南教育出版社。
王银泉，万玉书，2001，外语学习焦虑及其对外语学习的影响[J]，《外语教学与研究》第2期，122-126。
文卫平，朱明玉，1998，外语学习情感障碍研究[M]，西安：西北大学出版社。
翁德寿，1988，成人学习外语的心理恐惧和焦虑[J]，《外语界》第2期，42-43。
吴丁娥，2000，外语教学与外语习得中的“输入”及“情感障碍”[J]，《外语与外语教学》第6期。41-43。
洗吉昌．1999，情感智力与语言学习[J]，《外语与外语教学》第9期，25-27。
薛利芳，2002，焦虑在英语学习中的作用—对山西农业大学非英语专业学生的调查[MA]，陕西师范大学。
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