泰国学生汉语听力焦虑感的探索性研究
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摘要
国外二语教学界的实证研究和经验总结都发现,焦虑感对语言学习有着巨大的影响,是最关键的心理变量之一。国内外语教学界的研究,特别是英语教学领域,表明了语言焦虑对其学习策略的选择有着巨大的影响,进而影响其学习成绩。国外二语教学界对语言焦虑的研究比较成熟,已经全面发展到了听、说、读、写四种技能的焦虑研究,国内英语教学界对焦虑的研究的重点主要是放在了口语和阅读上。对外汉语教学界也慢慢把目光转向研究学习者的个体情感因素,特别是焦虑,而不仅仅停留在汉语本体的研究上。但是必须要指出的是,以汉语学习焦虑作为对象的研究才刚刚起步,分技能的焦虑研究更是寥寥无几。在当下,听力教学是对外汉语教学中最薄弱的一个环节,学生不喜欢上听力课,听力成绩提高慢,课堂教学效果难以令人满意。Krashen的“情感过滤假说”认为焦虑是影响第二语言习得最重要的情感因素之一,那么在听力信号输入、处理和输出阶段都有可能存在焦虑的情况下,学生的焦虑感势必会对其听力理解造成影响。在听力信号输入阶段,语音的输入是不间断、不复返、短暂存在的,焦虑可能导致学生错过重要的输入信息,从而导致听力交际的失败；在听力信号处理阶段,焦虑会影响到听者对听力策略的选择,让听者处理信息的时间增多,使听者急需得到实时反馈等,这些都会影响学生对听力信号的正确处理；在听力信号输出阶段,焦虑会使输出的时间延迟和准确率下降,最终影响到听力理解结果。
本文对泰国汉语学习者学习汉语时的听力焦虑情况进行了问卷调查,在前人研究的基础上对以下问题进行了探索性的研究：
第一,泰国学生在汉语听力课堂是否存在焦虑感?
第二,泰国学生的汉语听力焦虑和课堂焦虑是否存在着相关关系?是正相关、负相关还是零相关?
第三,如果泰国学生在汉语听力课堂存在焦虑,那么学生的个体因素和焦虑感是否相关?比如学生的性别、年龄、国籍、汉语学习年限、自身语言背景和听力周课时量是否跟焦虑值的高低相关?是一种什么样的关系?
第四,影响泰国学生听力焦虑的原因主要有哪几类?它们在对听力焦虑产生影响方面有无差异性?
第五,泰国学生自己认为的造成听力焦虑的原因是什么?有什么好的策略能够使他们自主地降低焦虑感?
第六,在汉语听力教学中有没有一些普适性的教学原则,可以有效地指导汉语教师降低学生的听力焦虑感?分阶段的图式策略是否可行?
通过问卷调查(CLCAS&CLLAS&OPEN questions)和统计分析,笔者得出结论：1.泰国学生在汉语听力课堂上存在焦虑感；2.对外汉语课堂焦虑和听力焦虑之间存在明显的正相关关系；3.年龄因素和焦虑感为负相关,汉语学习年限、母语背景、听力周课时与焦虑呈现正相关,性别因素与焦虑无显著相关关系,国籍无可比性(均为泰国国籍)；4.通过因素分析,可以认为：个体因素、听力策略、话题熟悉程度、环境、突发情况和训练强度这六个方面的要素是泰国学生听力焦虑的主要来源；5.泰国学生的开放式问答表明,他们自己认为造成听力焦虑的原因主要来自三个阶段：输入阶段、处理阶段和输出阶段,每个阶段有不同的焦虑来源,同时学生们认为可视化的听力学习材料能够有效地降低其焦虑感；6、为了降低泰国学生的听力焦虑感,需要遵循以下教学原则：可懂输入原则；运用学生的背景知识原则；可视化教学原则；听力任务清晰化、简明化、结构化原则；强化听力策略教学原则；焦虑敏感性原则。同时笔者也认为在听力前、听力时、听力后三个阶段,均有相应的图式策略用以帮助降低听力焦虑感。
The empirical studies and experience summary of Second Language Teaching Profession Abroad have found that anxiety is one of the most important psychological variables, which has a huge influence on language learning. The research of Foreign Language Teaching Profession Domestic, especially in the field of English Teaching has found that language anxiety has a tremendous impact on the choice of language learning strategies, thereby affecting their academic performance. The anxiety research of Second Language Teaching Profession Abroad has a more mature development, which has fully developed to four areas:listening, speaking, reading and writing. Meantime the anxiety research of English Teaching Profession Domestic mainly focused on the oral and reading. Teaching Chinese as a Second Language Profession has slowly turned its sight to the emotional factors of individual learners, particularly anxiety, not just focus on the Chinese Ontology. It must be pointed out that the research of Chinese language anxiety has just started, meanwhile academic study on the anxiety of sub-skills is very few too. In the moment, listening teaching is the weakest link of Teaching Chinese as a Second Language, students don't like to have listening lessons, the improvement of listening skills is slow, the classroom teaching effect is unsatisfactory. Krashen's "Affective Filter Hypothesis" believes that anxiety is one of the most important emotional factors which affect second language acquisition, then during the process of signal input, processing and output stages where there may be anxiety, students' anxiety will inevitably impact on their listening comprehension. In the input stage of listening, cause voice input is continuous, non-return and transient, anxiety may lead students to miss important input information, resulting in communication failure; in the signal processing stage of listening, anxiety will affect the listeners on the choice of listening strategies, so they will need more time to process information, they will in urgent need of real-time feedback, etc, all of these will influence students' proper signal processing; in the signal output stage of listening, anxiety will delay the output time and drop the accuracy rate, ultimately affect the results of listening comprehension.
This paper will investigate the Chinese language listening anxiety of the Thai learners by three anxiety scales, we want to do some exploratory study based on previous researches to answer the following questions:
Firstly, whether there is listening anxiety in the Chinese as a Second Language Classroom,Thailand?
Secondly, whether Thai students' Chinese listening anxiety is correlated to Chinese general classroom anxiety? If the answer is yes, is it positive, negative or zero correlation?
Thirdly,if Thai students feel anxiety in the Chinese as a Second Language Listening Classroom, whether the students' individual factor and anxiety are related? For example, individual factors, such as students' gender, age, nationality, Chinese years of study, language background and listening lessons per week, are they associated with the level of anxiety? What's the correlation?
Fourthly, how many types of anxiety will impact Thai students' listening comprehension? Their impact has any difference or not?
Fifthly, Thai students themselves think what are the reasons for Chinese listening anxiety? Is there any good way to enable them to reduce the autonomy of anxiety?
Sixthly, is there any universal principles of Chinese language teaching for teachers to guide students in reducing listening anxiety? Schema phased strategy can feasible?
Through questionnaires (CLCAS & CLLAS & OPEN questions) and statistical analysis, I conclude:1, Thai students sense anxiety in the Chinese listening classroom; 2, Chinese Language Classroom Anxiety and Chinese Language Listening Anxiety have a positive correlation; 3, Age and anxiety have a negative correlation, while the other factors,such as Chinese years of study, language background, listening lessons per week and anxiety are positively associated, but gender has no significant correlation with anxiety, nationality and anxiety are not comparable(all participants are Thai); 4, through factor analysis, it can be thought that:individual factors, listening strategies, topic familiarity, environment, emergency situation, and training intensity are six main sources of anxiety; 5, The Open Questions from Thai students show that:their own reasons of listening anxiety are from three main stages:input stage, processing stage and output stage. Each stage has different sources of anxiety, while Thai students think that the visualization of listening materials can effectively reduce their anxiety; 6, In order to reduce Thai students' listening anxiety, we must follow six teaching principles: the principle of intelligibility input; the principle of use student's background knowledge; the principle of video teaching; the principle of design clarity, concise and structured listening tasks; the principle of enhance listening strategies teaching; the principle of anxiety sensitivity. I also propose that during the before listening stage, listening process stage and after listening stage, there are relative schema strategies which will help reduce student's listening anxiety.
本文对泰国汉语学习者学习汉语时的听力焦虑情况进行了问卷调查,在前人研究的基础上对以下问题进行了探索性的研究：
第一,泰国学生在汉语听力课堂是否存在焦虑感?
第二,泰国学生的汉语听力焦虑和课堂焦虑是否存在着相关关系?是正相关、负相关还是零相关?
第三,如果泰国学生在汉语听力课堂存在焦虑,那么学生的个体因素和焦虑感是否相关?比如学生的性别、年龄、国籍、汉语学习年限、自身语言背景和听力周课时量是否跟焦虑值的高低相关?是一种什么样的关系?
第四,影响泰国学生听力焦虑的原因主要有哪几类?它们在对听力焦虑产生影响方面有无差异性?
第五,泰国学生自己认为的造成听力焦虑的原因是什么?有什么好的策略能够使他们自主地降低焦虑感?
第六,在汉语听力教学中有没有一些普适性的教学原则,可以有效地指导汉语教师降低学生的听力焦虑感?分阶段的图式策略是否可行?
通过问卷调查(CLCAS&CLLAS&OPEN questions)和统计分析,笔者得出结论：1.泰国学生在汉语听力课堂上存在焦虑感；2.对外汉语课堂焦虑和听力焦虑之间存在明显的正相关关系；3.年龄因素和焦虑感为负相关,汉语学习年限、母语背景、听力周课时与焦虑呈现正相关,性别因素与焦虑无显著相关关系,国籍无可比性(均为泰国国籍)；4.通过因素分析,可以认为：个体因素、听力策略、话题熟悉程度、环境、突发情况和训练强度这六个方面的要素是泰国学生听力焦虑的主要来源；5.泰国学生的开放式问答表明,他们自己认为造成听力焦虑的原因主要来自三个阶段：输入阶段、处理阶段和输出阶段,每个阶段有不同的焦虑来源,同时学生们认为可视化的听力学习材料能够有效地降低其焦虑感；6、为了降低泰国学生的听力焦虑感,需要遵循以下教学原则：可懂输入原则；运用学生的背景知识原则；可视化教学原则；听力任务清晰化、简明化、结构化原则；强化听力策略教学原则；焦虑敏感性原则。同时笔者也认为在听力前、听力时、听力后三个阶段,均有相应的图式策略用以帮助降低听力焦虑感。
The empirical studies and experience summary of Second Language Teaching Profession Abroad have found that anxiety is one of the most important psychological variables, which has a huge influence on language learning. The research of Foreign Language Teaching Profession Domestic, especially in the field of English Teaching has found that language anxiety has a tremendous impact on the choice of language learning strategies, thereby affecting their academic performance. The anxiety research of Second Language Teaching Profession Abroad has a more mature development, which has fully developed to four areas:listening, speaking, reading and writing. Meantime the anxiety research of English Teaching Profession Domestic mainly focused on the oral and reading. Teaching Chinese as a Second Language Profession has slowly turned its sight to the emotional factors of individual learners, particularly anxiety, not just focus on the Chinese Ontology. It must be pointed out that the research of Chinese language anxiety has just started, meanwhile academic study on the anxiety of sub-skills is very few too. In the moment, listening teaching is the weakest link of Teaching Chinese as a Second Language, students don't like to have listening lessons, the improvement of listening skills is slow, the classroom teaching effect is unsatisfactory. Krashen's "Affective Filter Hypothesis" believes that anxiety is one of the most important emotional factors which affect second language acquisition, then during the process of signal input, processing and output stages where there may be anxiety, students' anxiety will inevitably impact on their listening comprehension. In the input stage of listening, cause voice input is continuous, non-return and transient, anxiety may lead students to miss important input information, resulting in communication failure; in the signal processing stage of listening, anxiety will affect the listeners on the choice of listening strategies, so they will need more time to process information, they will in urgent need of real-time feedback, etc, all of these will influence students' proper signal processing; in the signal output stage of listening, anxiety will delay the output time and drop the accuracy rate, ultimately affect the results of listening comprehension.
This paper will investigate the Chinese language listening anxiety of the Thai learners by three anxiety scales, we want to do some exploratory study based on previous researches to answer the following questions:
Firstly, whether there is listening anxiety in the Chinese as a Second Language Classroom,Thailand?
Secondly, whether Thai students' Chinese listening anxiety is correlated to Chinese general classroom anxiety? If the answer is yes, is it positive, negative or zero correlation?
Thirdly,if Thai students feel anxiety in the Chinese as a Second Language Listening Classroom, whether the students' individual factor and anxiety are related? For example, individual factors, such as students' gender, age, nationality, Chinese years of study, language background and listening lessons per week, are they associated with the level of anxiety? What's the correlation?
Fourthly, how many types of anxiety will impact Thai students' listening comprehension? Their impact has any difference or not?
Fifthly, Thai students themselves think what are the reasons for Chinese listening anxiety? Is there any good way to enable them to reduce the autonomy of anxiety?
Sixthly, is there any universal principles of Chinese language teaching for teachers to guide students in reducing listening anxiety? Schema phased strategy can feasible?
Through questionnaires (CLCAS & CLLAS & OPEN questions) and statistical analysis, I conclude:1, Thai students sense anxiety in the Chinese listening classroom; 2, Chinese Language Classroom Anxiety and Chinese Language Listening Anxiety have a positive correlation; 3, Age and anxiety have a negative correlation, while the other factors,such as Chinese years of study, language background, listening lessons per week and anxiety are positively associated, but gender has no significant correlation with anxiety, nationality and anxiety are not comparable(all participants are Thai); 4, through factor analysis, it can be thought that:individual factors, listening strategies, topic familiarity, environment, emergency situation, and training intensity are six main sources of anxiety; 5, The Open Questions from Thai students show that:their own reasons of listening anxiety are from three main stages:input stage, processing stage and output stage. Each stage has different sources of anxiety, while Thai students think that the visualization of listening materials can effectively reduce their anxiety; 6, In order to reduce Thai students' listening anxiety, we must follow six teaching principles: the principle of intelligibility input; the principle of use student's background knowledge; the principle of video teaching; the principle of design clarity, concise and structured listening tasks; the principle of enhance listening strategies teaching; the principle of anxiety sensitivity. I also propose that during the before listening stage, listening process stage and after listening stage, there are relative schema strategies which will help reduce student's listening anxiety.
引文
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② Regine Merieux & Yves Loiseau. Connexions:Methode de francais(niveau 2).Les Editions Didier, Pari 2004.(28-29)也可参考Guy Capelle/Noelle Gidon. Reflets走遍法国[M].北京：外语教学和研究出版社,2006年
①W·F·麦基：语言教学分析[M].北京：北京语言学院出版社,1990年
①Rumelhart, David E. Understanding Understanding:Technical Report. Understanding.December 18.1980.
1. Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology,61,207-215.
2. Ausubel, D.P. (1968). Educational Psychology:A Cognitive View. New York:Holt, Rinehart & Winston
3. Bartlett, F.C. (1932).Remembering:An Experimental and Social Study. Cambridge: Cambridge University Press
4. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M.H. Long (Eds.), Classroom oriented research( pp.67-103). Rowley, MA:Newbury House.
5. Curran, C. A. (1972). Counseling-learning:A whole-person model for education. New York:Grune &Stratton.
6. Chastain, K. (1975). Affective and ability factors in second language learning. Language Learning. Volume25,153-161.
7. Cheng, Y, Horwitz, E., & Schallert, D. (1999). Language anxiety:Differentiating writing and speaking components. Language Learning,49,417-446
8. Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals,35,647-656.
9. Ellis. The Study of Second Language Acquisition. Oxford University Press,1994
10. Fiske, S. T., and S. E. Taylor.1984. Social Cognition:Reading. MA: Addison-Wesley.
11. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics,21,112-126.
12. Mendelsohn, D. J. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson.In D. J. Mendelsohn & J. Rubin(Eds.), A guide for the teaching of second language listening (pp.132-150). San Diego, CA: DominiePress.
13. MacIntyre, P. D., Noels, K., & Clement, R. (1997). Biases in self-ratings of second language proficiency:The role of language anxiety. Language Learning,47,265-287.
14. Omaggio Hadley, A. (2001). Teaching language in context(3rd ed.). Boston:Heinle & Heinle.
15. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics,20,217-239.
16. Oxford, R. L. (1999). Anxiety in the language learner:New insights.In J. Arnold (Ed.), Affect in language learning (p.58-67). Cambridge:Cambridge University Press.
17. Peter D. MacIntyre. (1995). How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. The Modern Language Journal, Vol.79, No.1 (Spring,1995), pp.90-99
18. Patricia L. Carrell.(1987). Content and Formal Schemata ESL Reading. TESOL QUARTERLY, Volume 21, No.3,(September 1987), pp.54-74
19. Rumelhart, David E.(1980). Understanding Understanding:Technical Report. Understanding. December 18.1980.
20. Regine Merieux & Yves Loiseau. Connexions:Methode de francais(niveau 2).Les Editions Didier, Pari 2004. (28-29) 也可参考Guy Capelle/Noelle Gidon: Reflets.走遍法国[M].北京:外语教学和研究出版社,2006年
21. River, W.M.(1981). Listening Comprehension in Teaching Foreign Language Skills (2rd ed.). Chicago:The Univerisity of Chicago Press,
22. Stevick, E. (1980). Teaching language:A way and ways. Rowley. MA:Newbury House.
23. Spielmann, G, & Radnofsky, M. L. (2001). Learning language under tension:New directions from a qualitative study. Modern Language Journal,85,259-278.
24. Saito, Y, & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals,29,239-251.
25. Saito, Y., Garza, T., & Horwitz, E. (1999). Foreign language reading anxiety. Modern Language Journal,83,202-218.
26. Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals,33,512-520.
27. Thompson, Irene, and Joan Rubin. (1997). "Can Strategy Instruction Improve Listening Comprehension?" Foreign Language Annals,29,3:331-342.
28. Vogely, A. (1998). Listening comprehension anxiety:Students' reported sources and solutions. Foreign Language Annals,31,67-80.
29. Young, D. J. (1991). Creating a low-anxiety classroom environment:What does language anxiety research suggest? Modern Language Journal,175,426-439.
1.陈宏、吴勇毅主编：对外汉语教学课堂教案设计[M].华语教学出版社2003年第1版
2.李晓琪主编：对外汉语听力教学研究[M].商务印书馆,2006年7月第1版
3.章红雨：对外汉语教材离世界有多远?[N].《中国新闻出版报》2007／08／14
4.董秀丽：英语专业学生语言焦虑与学习策略选择的相关研究[D].吉林大学硕士论文,2003年4月
5.余心乐：成人学生英语课堂焦虑感与听力理解成绩的关系[J].语言教学与研究,1999年第2期
6.杨晋：英语学生焦虑感和听力理解的关系[J].外语研究,2000年第1期
7.周丹丹：二语课堂中的听力焦虑感和情感策略[J].国外外语教学2003年第3期
8.雷霄：本科生英语学习课堂焦虑调查及其对英语教学的启示[J].外国语言文学2004年第1期
9.付丽萍：高职英语听力理解中的焦虑问题研究[D].华中师范大学硕士学位论文,2005年
10.陈艳君：中国非英语专业大学生外语听力焦虑研究[D].湖南师范大学硕士学位论文,2005年
11.孔祥荣：初级水平留学生汉语听力课堂焦虑及其应对方式研究[D].北京语言 大学硕士学位论文,2006年
12.寇清华：蒙古国学生汉语阅读焦虑感研究[D].山东大学硕士学位论文,2008年
13.丰玉芳：图式理论与英语听力理解[J].中学外语教与学,2002(1)：6-10
14.金立鑫：听力课教学的现状与革新[A].吕光旦主编《对外汉语论丛》[C].上海：上海外语教育出版社,1998：117—131
15.陈昕：图式理论和汉语听力教学[A]. “第九届国际汉语教学研讨会”论文合集[C].2009年
16.左焕琪：外语听力教学理论与方法[M].上海：华东师范大学出版社,2002：105
17.李红印：汉语听力教学新论[J].南京大学学报(哲学·人文科学·社会科学),2000年第5期
18.刘颂浩：对外汉语听力教学研究述评[J].世界汉语教学,2001年第1期
19.谷陵：论汉语听力测试中应考察的六种听力技能[J].云南师范大学学报,2003年11月第1卷第6期
20.丁艳：对外汉语教学中影响听力理解的因素及对策[J].云南师范大学学报,2004年1月第2卷第1期
21.陈颖：试论对外汉语教学中短文听解图式的建立[J].语言文字应用,2005年9月
22.黄薇：认知与元认知策略在对外汉语听力教学中的应用[J].红河学院学报,2006年8月第4卷第4期
23.张本楠：中文听力教学导论[M].北京语言大学出版社,2008年12月第1版
24.尹文婷：对外汉语零起点听力教材编写的问题及建议[J].玉溪师范学院学报,2009年第6期
25.刘颂浩：对外汉语听力教学新模型[J].暨南大学华文学院学报(华文教学和研究),2009年第2期
26.钱旭箐：外国留学生学习汉语时的焦虑[J].语言教学与研究,1999年第2期
27.施仁娟：留学生汉语学习焦虑的状况、成因和应对方式研究[D].华东师范大学硕士研究生论文,2005年
28.刘绍龙：背景知识和听力策略——图式理论案例报告[J].现代外语,1996年第2期
29.黄子东：话题熟悉程度、语言水平和问题类型对EFL听力理解的影响——项基于图式理论和关联理论的实验研究[J].现代汉语,1998年
30.秦洪庆、王红梅：图式理论对英语听力教学的启示[J].外语教学与研究,考试周刊,2008年
31.马燕华：中级汉语水平留学生听力跳跃障碍的实现条件[J].北京大学学报(哲学社会科学版),1999年
32.W·F·麦基：语言教学分析[M].北京：北京语言学院出版社,1990年
33.赵艳芳：认知语言学概论[M].上海外语教育出版社,2001年3月第1版
34.桂诗春：新编心理语言学[M].上海外语教育出版社,2000年6月第1版
35.张厚粲、徐建平：现代心理与教育统计学(第三版)[M].北京师范大学出版社,2009年1月
36.刘润清、胡壮麟：外语教学科研中的统计方法[M].外研社,2000年1月第1版
37.吴明隆：SPSS统计实务应用[M].北京：中国铁道出版社,2000年9月第1版
38.杨治良：实验心理学[M].浙江教育出版社,1998年12月第1版
②章红雨：对外汉语教材离世界有多远?[N].《中国新闻出版报》2007／08／14
① Peter D. Maclntyre. How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. The Modern Language Journal, Vol.79, No.1 (Spring,1995), pp.90-99
① MacIntyre, P. D. & Gardner, R. C. Methods and Results in the Study of Anxiety and Language Learning:A Review of the Literature. Language Learning 1991a,41:85-117
② Maclntyre, P. D. &Gardner, R. C. Language Anxiety:Its Relationship to Other Anxieties and to Processing in Native and Second Language. Language Learning 1991b,41:513-534
① Ellis. The Study of Second Language Acquisition. Oxford University Press.1994
② Peter D. Maclntyre. How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. The Modern Language Journal, Vol.79, No.1 (Spring,1995), pp.90-99
① Curran, C. A. (1972). Counseling-learning:A whole-person model for education. New York:Grune & Stratton.
① Stevick, E. (1980). Teaching language:A way and ways. Rowley. MA:Newbury House.
② Chastain, K. (1975). Affective and ability factors in second language learning.Language Learning. Volume25, 153-161.
③ Young, D. J. (1991). Creating a low-anxiety classroom environment:What does language anxiety research suggest? Modern Language Journal,175,426-439.
④ Mendelsohn, D. J. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson.In D. J. Mendelsohn & J. Rubin(Eds.), A guide for the teaching of second language listening (pp.132-150). San Diego, CA:DominiePress.
⑤ Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning:Looking at and through the diary studies. In H. W. Seliger & M.H. Long (Eds.), Classroom oriented research(pp.67-103). Rowley, MA: Newbury House.
⑥ Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics,20,217-239.
⑦ Vogely, A. (1998). Listening comprehension anxiety:Students' reported sources and solutions. Foreign Language Annals.31.67-80.
⑧ MacIntyre, P. D., Noels, K., & Clement, R. (1997). Biases in self-ratings of second language proficiency:The role of language anxiety. Language Learning,47,265-287.
① Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology,61,207-215.
② Spielmann, G., & Radnofsky, M. L. (2001). Learning language under tension:New directions from a qualitative study. Modern Language Journal,85,259-278.
③ Oxford, R. L. (1999). Anxiety in the language learner:New insights. In J. Arnold (Ed.), Affect in language learning (p.58-67). Cambridge:Cambridge University Press.
④ Peter D. MacIntyre. How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. The Modern Language Journal, Vol.79, No.1 (Spring,1995), pp.90-99
⑤ Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics,21,112-126.
① Cheng, Y, Horwitz, E., & Schallert, D. (1999). Language anxiety:Differentiating writing and speaking components. Language Learning,49,417-446
② Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals,35, 647-656.
③ Saito, Y, & Samimy, K. (1996). Foreign language anxiety and language performance:A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals,29,239-251.
④ Saito, Y., Garza, T., & Horwitz, E. (1999). Foreign language reading anxiety. Modern Language Journal,83, 202-218.
⑤ Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals,33,512-520.
①董秀丽：英语专业学生语言焦虑与学习策略选择的相关研究[D].吉林大学硕士论文,2003年4月
②余心乐：成人学生英语课堂焦虑感与听力理解成绩的关系[J].语言教学与研究,1999年第2期
③杨晋：英语学生焦虑感和听力理解的关系[J].外语研究,2000年第1期
④周丹丹：二语课堂中的听力焦虑感和情感策略[J].国外外语教学,2003年第3期
①雷霄：本科生英语学习课堂焦虑调查及其对英语教学的启示[J].外国语言文学,2004年第1期
②付丽萍：高职英语听力理解中的焦虑问题研究[D].华中师范大学硕士学位论文,2005年
③陈艳君：中国非英语专业大学生外语听力焦虑研究[D].湖南师范大学硕士学位论文,2005年
④孔祥荣：初级水平留学生汉语听力课堂焦虑及其应对方式研究[D].北京语言大学硕士学位论文,2006年
⑤寇清华：蒙古国学生汉语阅读焦虑感研究[D].山东大学硕士学位论文,2008年
①丰玉芳：图式理论与英语听力理解[J].中学外语教与学,2002(1)：6-10
② River, W.M. Listening Comprehension in Teaching Foreign Language Skills (2rd ed.) Chicago:The Univerisity of Chicago Press,1981
①金立鑫：听力课教学的现状与革新[A].吕光旦主编《对外汉语论丛》[C].上海：上海外语教育出版社,1998：117—131
②陈听：图式理论和汉语听力教学[A].“第九届国际汉语教学研讨会”论文合集[C].2009年
③左焕琪：外语听力教学理论与方法[M].上海：华东师范大学出版社,2002：105
④李红印：汉语听力教学新论[J].南京大学学报(哲学·人文科学·社会科学),2000年第5期
⑤刘颂浩：对外汉语听力教学研究述评[J].世界汉语教学,2001年第1期
①谷陵：论汉语听力测试中应考察的六种听力技能[J].云南师范大学学报,2003年11月第1卷第6期
②丁艳：对外汉语教学中影响听力理解的因素及对策[J].云南师范大学学报,2004年1月第2卷第1期
③陈颖：试论对外汉语教学中短文听解图式的建立[J].语言文字应用,2005年9月
④黄薇：认知与元认知策略在对外汉语听力教学中的应用[J].红河学院学报,2006年8月第4卷第4期
①张本楠：中文听力教学导论[M].北京语言大学出版社,2008年12月第1版
②尹文婷：对外汉语零起点听力教材编写的问题及建议[J].玉溪师范学院学报,2009年第6期
③刘颂浩：对外汉语听力教学新模型[J].暨南大学华文学院学报(华文教学和研究),2009年第2期
①钱旭箐：外国留学生学习汉语时的焦虑[J].语言教学与研究,1999年第2期
②施仁娟：留学生汉语学习焦虑的状况、成因和应对方式研究[D].华东师范大学硕士研究生论文,2005年
① Ausubel, D.P.1968. Educational Psychology:A Cognitive View. New York:Holt, Rinehart & Winston
① Fiske, S. T., and S. E. Taylor.1984. Social Cognition. Reading. MA:Addison-Wesley.
①刘绍龙：背景知识和听力策略——图式理论案例报告[J].现代外语,1996年第2期
② Thompson, Irene, and Joan Rubin.1997. "Can Strategy Instruction Improve Listening Comprehension?". Foreign Language Annals 29,3:331-342.
①黄子东：话题熟悉程度、语言水平和问题类型对EFL听力理解的影响——一项基于图式理论和关联理论的实验研究[J].现代汉语,1998年
②Bartlett, F.C. (1932).Remembering:An Experimental and Social Study.Cambridge:Cambridge University Press
①秦洪庆、王红梅：图式理论对英语听力教学的启示[J].外语教学与研究,考试周刊,2008年
①马燕华：中级汉语水平留学生听力跳跃障碍的实现条件[J].北京大学学报(哲学社会科学版),1999年
② Regine Merieux & Yves Loiseau. Connexions:Methode de francais(niveau 2).Les Editions Didier, Pari 2004.(28-29)也可参考Guy Capelle/Noelle Gidon. Reflets走遍法国[M].北京：外语教学和研究出版社,2006年
①W·F·麦基：语言教学分析[M].北京：北京语言学院出版社,1990年
①Rumelhart, David E. Understanding Understanding:Technical Report. Understanding.December 18.1980.
1. Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology,61,207-215.
2. Ausubel, D.P. (1968). Educational Psychology:A Cognitive View. New York:Holt, Rinehart & Winston
3. Bartlett, F.C. (1932).Remembering:An Experimental and Social Study. Cambridge: Cambridge University Press
4. Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M.H. Long (Eds.), Classroom oriented research( pp.67-103). Rowley, MA:Newbury House.
5. Curran, C. A. (1972). Counseling-learning:A whole-person model for education. New York:Grune &Stratton.
6. Chastain, K. (1975). Affective and ability factors in second language learning. Language Learning. Volume25,153-161.
7. Cheng, Y, Horwitz, E., & Schallert, D. (1999). Language anxiety:Differentiating writing and speaking components. Language Learning,49,417-446
8. Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals,35,647-656.
9. Ellis. The Study of Second Language Acquisition. Oxford University Press,1994
10. Fiske, S. T., and S. E. Taylor.1984. Social Cognition:Reading. MA: Addison-Wesley.
11. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics,21,112-126.
12. Mendelsohn, D. J. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson.In D. J. Mendelsohn & J. Rubin(Eds.), A guide for the teaching of second language listening (pp.132-150). San Diego, CA: DominiePress.
13. MacIntyre, P. D., Noels, K., & Clement, R. (1997). Biases in self-ratings of second language proficiency:The role of language anxiety. Language Learning,47,265-287.
14. Omaggio Hadley, A. (2001). Teaching language in context(3rd ed.). Boston:Heinle & Heinle.
15. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics,20,217-239.
16. Oxford, R. L. (1999). Anxiety in the language learner:New insights.In J. Arnold (Ed.), Affect in language learning (p.58-67). Cambridge:Cambridge University Press.
17. Peter D. MacIntyre. (1995). How Does Anxiety Affect Second Language Learning? A Reply to Sparks and Ganschow. The Modern Language Journal, Vol.79, No.1 (Spring,1995), pp.90-99
18. Patricia L. Carrell.(1987). Content and Formal Schemata ESL Reading. TESOL QUARTERLY, Volume 21, No.3,(September 1987), pp.54-74
19. Rumelhart, David E.(1980). Understanding Understanding:Technical Report. Understanding. December 18.1980.
20. Regine Merieux & Yves Loiseau. Connexions:Methode de francais(niveau 2).Les Editions Didier, Pari 2004. (28-29) 也可参考Guy Capelle/Noelle Gidon: Reflets.走遍法国[M].北京:外语教学和研究出版社,2006年
21. River, W.M.(1981). Listening Comprehension in Teaching Foreign Language Skills (2rd ed.). Chicago:The Univerisity of Chicago Press,
22. Stevick, E. (1980). Teaching language:A way and ways. Rowley. MA:Newbury House.
23. Spielmann, G, & Radnofsky, M. L. (2001). Learning language under tension:New directions from a qualitative study. Modern Language Journal,85,259-278.
24. Saito, Y, & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals,29,239-251.
25. Saito, Y., Garza, T., & Horwitz, E. (1999). Foreign language reading anxiety. Modern Language Journal,83,202-218.
26. Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals,33,512-520.
27. Thompson, Irene, and Joan Rubin. (1997). "Can Strategy Instruction Improve Listening Comprehension?" Foreign Language Annals,29,3:331-342.
28. Vogely, A. (1998). Listening comprehension anxiety:Students' reported sources and solutions. Foreign Language Annals,31,67-80.
29. Young, D. J. (1991). Creating a low-anxiety classroom environment:What does language anxiety research suggest? Modern Language Journal,175,426-439.
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