试析影响外语学习中“冒险精神”的社会情感因素
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摘要
成功的学习者具有“冒险精神”(risk-taking behavior)，善于利用一切学习机会。在外语学习中，高度的“冒险精神”影响二语习得的进程，而中等程度的“冒险精神”亦有助于猜测语义(Beebe，1983)。“冒险精神”程度的高低可以预测学生的课堂参与的情况，而课堂参与行为又可以反过来预测学生的语言能力(Ely，1986)。
“冒险精神”在外语学习中的重要性已被国内外许多研究所证实，但对影响这一行为的各种因素谈及很少，更少从社会情感的角度来加以分析。对中国大学生这一行为的研究几乎是空白。外语学习中的冒险行为不仅受到社会情感因素的制约，还受到文化、宗教、认知、心理等多种因素的综合影响。特别是对认知因素的研究远远多于对情感的研究。情感与认知不是两个对立的概念。相反，它们相辅相成。没有积极情感，学习者的认知能力就会削弱(Arnold，2000)。情感是一切活动的基础。但在中国的课堂英语教学中，它实质上并没有成为努力的方向和关注的焦点。
作者通过描述性的研究方法分析了课堂英语学习中影响中国英语专业学生“冒险精神”的社会情感因素。作者试图在本研究中回答以下五个问题：
第一、哪些社会情感因素影响中国大学生英语课堂上的“冒险精神”?
第二、各个因素之间的相关关系如何?
第三、高分组和低分组学生的冒险精神及外语能力有无显著性差异?
第四、哪些社会情感因素可以预测学生的“冒险精神”?
第五、“冒险精神”是否可以预测外语学习的成功?
研究以上问题通过调查问卷、日记、访谈和测试。调查问卷涉及焦虑、态度、动机、师生关系、自信、性格等社会情感因素及其背景资料；日记要求被测学生记下自己每堂课上的感受和课堂表现，目的是全面了解影响学生冒险精神的各个因素。研究者就此分别与研究对象进行访谈。测试包括完型填空和写作两部分，完成它们都需要一定的“冒险精神”。最后，作者运用社会统计软件(SPSS10．0)对所得到的数据进行了分析。
具体操作步骤是：首先，根据所调查班级学生的期中、期末、平时表现等总成绩，作者随机抽样出参加问卷调查和记录日记的学生14人，从中选出8名学生进行进一
步的个案分析（高分组4名和低分组4名）。然后，由研究者本人逐一阅读答卷。最
后，作者用 SPSS10．0分析所得数据。数据分析分四步进行：第一、用卜tCSt检验
高分组和低分组在外语能力和冒险行为上的差异；第二、用多元回归的方法
（mu i pie－r egression）检验各个因素对“冒险精神”的预测能力；第H、用皮尔
逊相关系数（Pearson correlation coefficient）统计出各社会情感因素与“冒险
精神”之同的相关关系；第四、用皮尔逊相关系数统计出“冒险精神”和英语能力
之间的相关关系。
通过调查分析，本研究发现高分组与低分组学生的冒险程度有显著差异。影响学
生“冒险精神”的最主要的因素是焦虑，而焦虑又和态度、自信、师生关系、动机等
固素高度相关。
和以往研究结果不同的是：本研究结果显示，内／外向性格与“冒险精神”和外
语成绩相关系数很小。这可能是外语专业学生、特别是将要毕业的学生面对就业压力
及各种新的挑战更趋成熟与理性。此外，性别与“冒险精神”及成绩相关也很弱。这
似乎否定了刘润清等在“中国高校本科教育调查报告”中的有关结论，其原困有待进
一步研究分析。
作者指出：学习者的社会情感因素应予以重视。在英语课堂上为其创建。。理安全
的教学环境是必要的。作者亦就此提出了几点建议。不论是从方法上，还是研究过程
和结果来看，本研究具有可操作性和现实性。作者相信其研究成果会对外语教师及教
学管理者有一定的启示。
A SOCIAL-AFFECTIVE PERSPECTIVE ON RISK-TAKING BEHAVIOR IN AN EFL CLASSROOM
Abstract: The present study intends to investigate the factors affecting Chinese college English majors' risk-taking behavior from a social-affective perspective, a humanistic point. The author attempts to answer the following research questions:
l.What are the students' perceptions towards risk-taking behavior for English proficiency, particularly for oral proficiency in an EFL classroom?
2.1s there any statistical significance of difference between high proficiency learners and low proficiency learners concerning risk-taking behavior?
3.Are there any correlations between risk-taking behavior and social-affective factors? If any,
4. What are their respective correlations? And
5.What social-affective factors can predict learners' risk-taking behavior, and then predict their English proficiency?
The study explored the social-affective factors, which may facilitate or debilitate students' active participation in English classroom. 30 senior English major students from one regular class in Xi'an Foreign languages University participated in the research, 14 out of whom were chosen at random, based on SPSS software, for the in-depth study, which was conducted by using descriptive research techniques including diary entries, a self-report questionnaire, 3 activities, interviews as well as the cumulative scores of mid-term and final term exams together with daily performance. As a result, some social-affective factors such as anxiety, T-S rapport, etc., which are likely to predict students' risk-taking behavior, were identified. Based on the findings, recommendations for more productive and humanistic teaching and educational design and practice were provided for EFL instructors and learners in China.
“冒险精神”在外语学习中的重要性已被国内外许多研究所证实，但对影响这一行为的各种因素谈及很少，更少从社会情感的角度来加以分析。对中国大学生这一行为的研究几乎是空白。外语学习中的冒险行为不仅受到社会情感因素的制约，还受到文化、宗教、认知、心理等多种因素的综合影响。特别是对认知因素的研究远远多于对情感的研究。情感与认知不是两个对立的概念。相反，它们相辅相成。没有积极情感，学习者的认知能力就会削弱(Arnold，2000)。情感是一切活动的基础。但在中国的课堂英语教学中，它实质上并没有成为努力的方向和关注的焦点。
作者通过描述性的研究方法分析了课堂英语学习中影响中国英语专业学生“冒险精神”的社会情感因素。作者试图在本研究中回答以下五个问题：
第一、哪些社会情感因素影响中国大学生英语课堂上的“冒险精神”?
第二、各个因素之间的相关关系如何?
第三、高分组和低分组学生的冒险精神及外语能力有无显著性差异?
第四、哪些社会情感因素可以预测学生的“冒险精神”?
第五、“冒险精神”是否可以预测外语学习的成功?
研究以上问题通过调查问卷、日记、访谈和测试。调查问卷涉及焦虑、态度、动机、师生关系、自信、性格等社会情感因素及其背景资料；日记要求被测学生记下自己每堂课上的感受和课堂表现，目的是全面了解影响学生冒险精神的各个因素。研究者就此分别与研究对象进行访谈。测试包括完型填空和写作两部分，完成它们都需要一定的“冒险精神”。最后，作者运用社会统计软件(SPSS10．0)对所得到的数据进行了分析。
具体操作步骤是：首先，根据所调查班级学生的期中、期末、平时表现等总成绩，作者随机抽样出参加问卷调查和记录日记的学生14人，从中选出8名学生进行进一
步的个案分析（高分组4名和低分组4名）。然后，由研究者本人逐一阅读答卷。最
后，作者用 SPSS10．0分析所得数据。数据分析分四步进行：第一、用卜tCSt检验
高分组和低分组在外语能力和冒险行为上的差异；第二、用多元回归的方法
（mu i pie－r egression）检验各个因素对“冒险精神”的预测能力；第H、用皮尔
逊相关系数（Pearson correlation coefficient）统计出各社会情感因素与“冒险
精神”之同的相关关系；第四、用皮尔逊相关系数统计出“冒险精神”和英语能力
之间的相关关系。
通过调查分析，本研究发现高分组与低分组学生的冒险程度有显著差异。影响学
生“冒险精神”的最主要的因素是焦虑，而焦虑又和态度、自信、师生关系、动机等
固素高度相关。
和以往研究结果不同的是：本研究结果显示，内／外向性格与“冒险精神”和外
语成绩相关系数很小。这可能是外语专业学生、特别是将要毕业的学生面对就业压力
及各种新的挑战更趋成熟与理性。此外，性别与“冒险精神”及成绩相关也很弱。这
似乎否定了刘润清等在“中国高校本科教育调查报告”中的有关结论，其原困有待进
一步研究分析。
作者指出：学习者的社会情感因素应予以重视。在英语课堂上为其创建。。理安全
的教学环境是必要的。作者亦就此提出了几点建议。不论是从方法上，还是研究过程
和结果来看，本研究具有可操作性和现实性。作者相信其研究成果会对外语教师及教
学管理者有一定的启示。
A SOCIAL-AFFECTIVE PERSPECTIVE ON RISK-TAKING BEHAVIOR IN AN EFL CLASSROOM
Abstract: The present study intends to investigate the factors affecting Chinese college English majors' risk-taking behavior from a social-affective perspective, a humanistic point. The author attempts to answer the following research questions:
l.What are the students' perceptions towards risk-taking behavior for English proficiency, particularly for oral proficiency in an EFL classroom?
2.1s there any statistical significance of difference between high proficiency learners and low proficiency learners concerning risk-taking behavior?
3.Are there any correlations between risk-taking behavior and social-affective factors? If any,
4. What are their respective correlations? And
5.What social-affective factors can predict learners' risk-taking behavior, and then predict their English proficiency?
The study explored the social-affective factors, which may facilitate or debilitate students' active participation in English classroom. 30 senior English major students from one regular class in Xi'an Foreign languages University participated in the research, 14 out of whom were chosen at random, based on SPSS software, for the in-depth study, which was conducted by using descriptive research techniques including diary entries, a self-report questionnaire, 3 activities, interviews as well as the cumulative scores of mid-term and final term exams together with daily performance. As a result, some social-affective factors such as anxiety, T-S rapport, etc., which are likely to predict students' risk-taking behavior, were identified. Based on the findings, recommendations for more productive and humanistic teaching and educational design and practice were provided for EFL instructors and learners in China.
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桂诗春，我国英语专业学生社会心理分析，现代外语，1986，1。
韩邵相，浅谈成人外语学习中的一些心理障碍，外语界，1991，1。
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刘润清，马丁，《外语教学与学习——理论与实践》，北京：高等教育出版社，1998。
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王初明，外语学习中的认知和情感需要，外语界，1991，4。
王初明，《应用心理语言学》，长沙：湖南教育出版社，1999。
文秋芳学习者因素与大学英语四级考试成绩的关系。外语教学与研究，1996，4。
文秋芳，大学生英语学习观念与策略分析，解放军外语学院学报，1996，4。
吴增生，值得重视的“学习者策略研究”，现代外语，1994，3。
翁德寿，成人学习外语的心理恐惧和焦虑，外语界，1988，2。
徐蔚，试论素质教育中的情感教育，解放军外语学院学报，1999，1。
朱纯，《外语教学心理学》，上海：上海教育出版社，2000。
周毅等，英语教学中运用心理学初探，现代外语，1986，4。
周榕，黎芷明，试论外语学习中的回避现象，解放军外语学院学报1996，6。
冼吉昌，情感智力与语言学习，外语与外语教学，1999，9。