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发音能力、自我效能感与发言焦虑之关系研究
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Abstract:
学习者焦虑一直是外语教学领域备受关注的话题，其中学习者的二语发言焦虑情绪尤为显著。现有研究大多关注公共演讲焦虑，缺乏对英语专业学习者二语发言焦虑情绪的相关研究。研究将探究英语专业学生的二语发言焦虑、自我感知语言能力和口语自我效能感之间的关系，以华中地区某高校156名大学生为受试，对回收问卷进行了量化分析，结果显示：1) 被试二语发言焦虑平均值为3.27，偏高于国内外研究结果；2) 二语发言焦虑与自我感知语言能力、口语自我效能感显著负相关；3) 自我感知语言能力与口语自我效能感显著正相关。研究结果可以深化学界对英语学习者二语焦虑的理解，为教师采取有效干预措施缓解学习者焦虑情绪提供启示。
Language learners’ anxiety has been a topic of great interest in the field of foreign language teaching, with learners’ second language anxiety in oral presentations being particularly promi-nent. Most of the existing research has focused on public speaking anxiety, but there is a lack of research on second language anxiety in oral presentations among English major learners. The study will investigate the relationships between EFL learners’ anxiety in oral presentations, self- perceived pronunciation and self-efficacy for speaking. A total of 156 college students from a university in central China participated and the questionnaires were statistically analyzed. The results showed that: 1) The mean value of the subjects’ anxiety in oral presentations was 3.27, which was higher than the results of domestic and international studies; 2) EFL learners’ anxiety in oral presentations was significantly negatively related to self-perceived pronunciation and self-efficacy for speaking; 3) There is a significant positive correlation between EFL learners’ self-perceived pronunciation and self-efficacy for speaking. The findings of the study can deepen the academic community’s understanding of English learners’ second language anxiety and provide insights for teachers to adopt effective interventions to alleviate learners’ anxiety.
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