外语学习焦虑，语言学习策略的使用及外语成绩关系的研究
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摘要
随着外语教学研究领域的逐渐深入，人们发现许多因素能影响到语言学习策略的使用。语言学习焦虑是最受研究者关注的其中一个因素。关于语言学习策略和学习成绩关系的研究从二十世纪八十年代就开始了。在这里，笔者试图通过对策略、情感和学习成绩三方面关系的研究，来探索语言学习策略的使用和学习成绩之间的关系，期望本研究能使教师对学生学习策略的使用及焦虑在外语教学中所起的作用做进一步了解；使学生能克服学习焦虑、正确运用语言学习策略，从而提高英语学习成绩。
1971年，受西方学者研究成果及学习理论研究的启发，Rubin开始着手研究成功的外语学习者的学习策略使用情况，并在1975年发表了她的研究成果。她发现成功的外语学习者在心理特征和学习方法上有许多惊人的相似之处，其中包括：心理特征、交际策略、社交策略和认知策略。从那以后，西方学者开始研究一些影响学习成绩的因素。在这些因素中，语言学习策略是一个全新的研究领域，并逐渐成为运用语言学研究的焦点。
在大量的情感因素中，情感焦虑是研究的重点。MacIntyre(1994)指出，焦虑会影响学习者对策略的使用，MacIntyre and Noels(1996)发现语言焦虑和语言学习策略的使用之间存在负相关关系。然而中国至今还没有关于外语学习焦虑和学习策略的使用之间关系的实证研究。因此笔者认为情感焦虑、学习策略的使用和学习成绩的关系有待进一步研究。
为了探讨外语学习焦虑，学习策略的使用和成绩三者之间的关系，笔者对湖北枝江市安福寺中学初二、三年级600名学生进行了问卷调查，采用两个调查表作为研究手段。一个是Oxford(1990)的语言学习策略量表，另一个是Horwitz et al(1986)的外语课题焦虑表。通过对所采集数据进行相关分析，来研究探讨以下问题：(1)语言学习策略的使用和外语成绩之间的关系；(2)外语学习焦虑和外语成绩之间的关系；(3)外语学习焦虑和学习策略使用之间的关系；(4)外语学习焦虑，学习策略的使用及成绩三者之间的关系。在这里，拟解决的关键问题就是通过对这三方面关系的研究来帮助学生克服弱势，发挥优势，从而更好地学习外语。
调查结果如下：
(1)学习策略的使用和外语成绩之间是明显正相关。(2)外语学习焦虑和成绩之间是明显负相关。(3)外语学习焦虑和学习策略的使用之间是明显负相关。(4)学生使用学习策略愈多，他的成绩就愈好，他的外语学习焦虑感就愈低。反之，学生使用学习策略愈少，他的成绩就愈差，他的外语学习焦虑感就愈高。
笔者对语言焦虑，语言学习策略的使用对成绩的影响进行探讨，期望本研究能使教师对学生的学习策略的使用及学习焦虑在外语教学中所起的作用有进一步的了解，从而帮助学生更好地学习外语。
Language learning strategy has received considerable attention from researchers with the development of the foreign language teaching study. Language anxiety is one of the variable factors that researchers have given great attention to. Studies about language learning strategy use, language anxiety and language achievement are dated from 1980. The author wants to find the relationships among them, and hopes that teachers can further understand the meaning of the relationships among them from the study, and it can help learners to get more achievement by overcoming language anxiety and using language learning strategy correctly.
In 1971, inspired by Carton's study and theories, Rubin started to study the successful foreign language learner's strategies and published her results after that. She found that successful learners were so much magnificently similar to each other, including in psychology characteristics, communication strategy, social strategy and cognitive strategy. From then on, researchers in western countries started to study the factors that influence the foreign language learning achievement.
In their studies, language learning strategy use is a new field of study. It begins to be a focus of applied linguistics. Language learning anxiety is worth studying among these factors. MacIntyre (1994) notes that language anxiety is a factor that influences language learning strategy use. Maclntyre and Nole (1996) find that language anxiety is negatively correlated with language learning strategy use. However, no empirical research has been done to investigate the relationship between foreign language anxiety and learning strategy use in China. So the author thinks it is necessary to make a further study about their relationships.
Therefore, a survey is conducted to examine the relationship among foreign language anxiety, language learning strategy use, and foreign language achievement. Two questionnaires are employed as the instruments in the present study, in which 600 middle school students who are studying in Zhi Jiang city An Fusi Middle School of Hubei province participated. One is the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990); The other is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al.(1986). This paper tries to answer the following four questions:
(1) What is the relationship between language learning strategy use and foreign language achievement? (2) What is the relationship between foreign language anxiety and foreign language achievement? (4) What is the relationship between foreign language anxiety and language learning strategy use? (4) What is the relationship among foreign language anxiety, language learning strategy use and language achievement?
The results are as follows:
(1) The use of language learning strategies is positively correlated with foreign language achievement. (2) Foreign language anxiety is negatively correlated with foreign language achievement. (3) Foreign language anxiety and language learning strategy use are negatively correlated. (4) The better a language achievement is, the more language learning strategy use is, and the less language anxiety is; The worse a language achievement is, the less language learning strategy use is, and the more language anxiety is.
It is hoped that the findings of this study will help foreign language teachers further understand the effects of language learning strategy use and foreign language anxiety on foreign language teaching, which may enable them to help the students learn a foreign language better.
1971年，受西方学者研究成果及学习理论研究的启发，Rubin开始着手研究成功的外语学习者的学习策略使用情况，并在1975年发表了她的研究成果。她发现成功的外语学习者在心理特征和学习方法上有许多惊人的相似之处，其中包括：心理特征、交际策略、社交策略和认知策略。从那以后，西方学者开始研究一些影响学习成绩的因素。在这些因素中，语言学习策略是一个全新的研究领域，并逐渐成为运用语言学研究的焦点。
在大量的情感因素中，情感焦虑是研究的重点。MacIntyre(1994)指出，焦虑会影响学习者对策略的使用，MacIntyre and Noels(1996)发现语言焦虑和语言学习策略的使用之间存在负相关关系。然而中国至今还没有关于外语学习焦虑和学习策略的使用之间关系的实证研究。因此笔者认为情感焦虑、学习策略的使用和学习成绩的关系有待进一步研究。
为了探讨外语学习焦虑，学习策略的使用和成绩三者之间的关系，笔者对湖北枝江市安福寺中学初二、三年级600名学生进行了问卷调查，采用两个调查表作为研究手段。一个是Oxford(1990)的语言学习策略量表，另一个是Horwitz et al(1986)的外语课题焦虑表。通过对所采集数据进行相关分析，来研究探讨以下问题：(1)语言学习策略的使用和外语成绩之间的关系；(2)外语学习焦虑和外语成绩之间的关系；(3)外语学习焦虑和学习策略使用之间的关系；(4)外语学习焦虑，学习策略的使用及成绩三者之间的关系。在这里，拟解决的关键问题就是通过对这三方面关系的研究来帮助学生克服弱势，发挥优势，从而更好地学习外语。
调查结果如下：
(1)学习策略的使用和外语成绩之间是明显正相关。(2)外语学习焦虑和成绩之间是明显负相关。(3)外语学习焦虑和学习策略的使用之间是明显负相关。(4)学生使用学习策略愈多，他的成绩就愈好，他的外语学习焦虑感就愈低。反之，学生使用学习策略愈少，他的成绩就愈差，他的外语学习焦虑感就愈高。
笔者对语言焦虑，语言学习策略的使用对成绩的影响进行探讨，期望本研究能使教师对学生的学习策略的使用及学习焦虑在外语教学中所起的作用有进一步的了解，从而帮助学生更好地学习外语。
Language learning strategy has received considerable attention from researchers with the development of the foreign language teaching study. Language anxiety is one of the variable factors that researchers have given great attention to. Studies about language learning strategy use, language anxiety and language achievement are dated from 1980. The author wants to find the relationships among them, and hopes that teachers can further understand the meaning of the relationships among them from the study, and it can help learners to get more achievement by overcoming language anxiety and using language learning strategy correctly.
In 1971, inspired by Carton's study and theories, Rubin started to study the successful foreign language learner's strategies and published her results after that. She found that successful learners were so much magnificently similar to each other, including in psychology characteristics, communication strategy, social strategy and cognitive strategy. From then on, researchers in western countries started to study the factors that influence the foreign language learning achievement.
In their studies, language learning strategy use is a new field of study. It begins to be a focus of applied linguistics. Language learning anxiety is worth studying among these factors. MacIntyre (1994) notes that language anxiety is a factor that influences language learning strategy use. Maclntyre and Nole (1996) find that language anxiety is negatively correlated with language learning strategy use. However, no empirical research has been done to investigate the relationship between foreign language anxiety and learning strategy use in China. So the author thinks it is necessary to make a further study about their relationships.
Therefore, a survey is conducted to examine the relationship among foreign language anxiety, language learning strategy use, and foreign language achievement. Two questionnaires are employed as the instruments in the present study, in which 600 middle school students who are studying in Zhi Jiang city An Fusi Middle School of Hubei province participated. One is the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990); The other is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al.(1986). This paper tries to answer the following four questions:
(1) What is the relationship between language learning strategy use and foreign language achievement? (2) What is the relationship between foreign language anxiety and foreign language achievement? (4) What is the relationship between foreign language anxiety and language learning strategy use? (4) What is the relationship among foreign language anxiety, language learning strategy use and language achievement?
The results are as follows:
(1) The use of language learning strategies is positively correlated with foreign language achievement. (2) Foreign language anxiety is negatively correlated with foreign language achievement. (3) Foreign language anxiety and language learning strategy use are negatively correlated. (4) The better a language achievement is, the more language learning strategy use is, and the less language anxiety is; The worse a language achievement is, the less language learning strategy use is, and the more language anxiety is.
It is hoped that the findings of this study will help foreign language teachers further understand the effects of language learning strategy use and foreign language anxiety on foreign language teaching, which may enable them to help the students learn a foreign language better.
引文
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Arnold, J. Affect in Language Learning[M]. Beijing: Foreign Language Teaching and Research Press, 1999.
Bacon, S. M, and Finnemann, M. D. A Study of the Attitudes,Movies,and Strategies of University Foreign Language Students and Their Disposition to Authetic Oral and Written Input[J]. The Modern Language Journal, 1990, (74).
Bailey, P., Onwuegbuzie, A. J., and Daley, C. E. Correlates of Anxiety at Three Stages of the Foreign Language Learning Process[J]. Journal of Language and Social Psychology, 2000, (19).
Bandura, A. Social Foundations of Thought and Action[J]. NJ: Prentice-Hall, 1986.
Bialystok, E. The Role of Conscious Strategies in Second Language Learning Proficiency [J]. The Modern Language Journal, 1981, (65).
Butterfield, M. B. Communication,Cognition,and Anxiety[M]. Sage Publications, Inc, 1991.
Canale, M., and Swain, M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing[J]. Applied Liguistics, 1980, (1).
Chamot, A. The Learning Strategies of ESL Students[M]. London: Prentice Hall, 1987.
Chamot, A. J., O'Malley, L. A Study of Learning Strategies in Foreign Language Instruction[D]. Rosslyn, Va: Interstate Research Associate, 1987.
Chamot, A., L. Kupper, and M. Impink-Hernandez. A Study of Learning Strategies in Foreign Language Instruction[D]. Mclean, Va: Interstate Research Associate, 1988.
Chastain, K. Affective and Ability Factors in Second-language Acquisition[J]. language Learning, 1975, (25).
Cohen, A. D. Strageies in Learning and Using a Second Language[M]. Beijing: Foreign Language Teaching and Research Press, 1998.
Dong Zhengyu. A Study on Foreign Language Anxiety Among Medical Students[M]. Guangzhou: South China Normal University, 2002.
Ehrman, M., and Oxford, R. L. Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies [J]. The Modern Language Journal, 1989, (73).
Ehrman, M., and Oxford, R. L. Adult Language Learning Style and Strategies in an Intensive Training Setting[J]. The Modern Language Journal, 1990, (74).
Ellis, R. Understanding Second Language Acquisition[M]. Shanghai: Shanghai Foreign Language Education Press, 1985.
Ellis, R. The Study of Second Language Acquisition[M]. Shanghai: Shanghai Foreign Language Education Press, 1994.
Eysenck, M. W. Anxiety,Learning and Memory[J]. A reconceptualization Journal of Research in Personality, 1979, (13).
Ganschow, L. R. Differences in Language Performance Among High-, Average-, and Low-anxious College Foreign Language Learners[J]. The Modern Language journal, 1994, (78).
Gardner, R. Po, Smythe,R., Clement, R., and Gliksman,L. Second Language Learning[J]. Canadian Modern Language Review, 1976, (32).
Gardner, R. P., and MacIntyre, P. D. A Student's Contributions to Second Language Learning[J]. Language Teaching, 1993, (26).
Green, M., and Oxford, R. L. A Closer Look at Learning Strategies, L2 Proficiency, and Gender[J]. TESOL Quarterly, 1995, (29).
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