|
|
教师支持、积极倾向与发言焦虑的关系研究
|
Abstract:
焦虑是外语教学和学习研究中的一个重要的心理学概念，它对学习者的语言使用和学习效果有很大影响。然而，以往多数研究主要关注课堂焦虑或阅读及写作焦虑上，对发言焦虑的研究相对较少。鉴于发言是学习者用目标语言交流并加强语言学习的重要途径，调查学习者在此过程中的焦虑可以为外语教学提供重要启示。进而使教师采取有效策略帮助学习者管理其焦虑，轻松使用目标语进行交际，并有效促进语言学习。本研究旨在考察我国中部某高校英语专业学习者的发言焦虑与学习环境(教师支持)以及学习者个人因素(积极倾向)之间的关系。研究共收集了141份调查问卷。定量数据分析发现英语专业学习者有中等程度的发言焦虑。相关性分析显示发言焦虑和教师支持之间存在弱负相关，但这种关系并不具备显著性。其次，发言焦虑和积极倾向之间具有弱显著性负相关关系。最后，教师支持与积极倾向之间存在显著性正相关。
Anxiety is a crucial psychological concept in foreign language teaching and learning research, as it significantly impacts learners’ language use and learning outcomes. However, most of the previous studies have mainly focused on classroom anxiety or reading and writing anxiety, while research on foreign language speaking anxiety has been relatively scarce. Given that speaking in a foreign lan-guage is a vital way for learners to communicate with the target language and enhance language learning, investigating anxiety during this process can provide valuable insights for foreign lan-guage teaching and learning. This information can enable teachers to adopt effective strategies to help learners manage their anxiety, speak comfortably in the target language, and effectively pro-mote language learning. Therefore, this study aims to examine the relationship between speaking anxiety, the learning context (teacher support), and individual learner factors (positive orientation) among English majors at a university in central China. A total of 141 questionnaires were collected for this research. Quantitative data analysis found that college English majors had a moderate level of anxiety. Correlation analysis revealed that there was a weak negative correlation between speaking anxiety and teacher support, but this relationship is not statistically significant. Besides, there was also a weak negative correlation between speaking anxiety and positive orientation and this relationship is statistically significant. Finally, there was a weak positive correlation between teacher support and positive orientation, and this relationship is statistically significant.
| [1] | 成艳萍, 何奇光, 韩晓立(2007). 英语课堂焦虑对大学生口语表达的影响. 语言教学与研究, (1), 89-93. |
| [2] | 毛春华(2014). 大学生英语课堂发言的焦虑及应对措施. 青年文学家, (2), 192-193. |
| [3] | 孙芳, 李欢欢, 包佳敏, 甄子昂, 宋巍, 蒋松源(2021). 教师支持、同伴支持与中学生心理危机的关系: 歧视知觉的中介作用. 心理与行为研究, 19(2), 209-215. |
| [4] | Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating Classroom Environments in Taiwan and Australia with Multiple Research Methods. The Journal of Educational Research, 93, 48-62.
https://doi.org/10.1080/00220679909597628 |
| [5] | Alessandri, G., Caprara, G. V., & Tisak, J. (2011). The Unique Contribution of Positive Orientation to Optimal Functioning. European Psychologist, 17, 44-54. https://doi.org/10.1027/1016-9040/a000070 |
| [6] | Alessandri, G., Vecchione, M., Tisak, J., Deiana, G., Caria, S., & Caprara, G. V. (2012). The Utility of Positive Orientation in Predicting Job Performance and Organisational Citizenship Be-haviors. Applied Psychology, 61, 669-698.
https://doi.org/10.1111/j.1464-0597.2012.00511.x |
| [7] | Brown, H. D. (2000). Principles of Language Learning and Teaching. Longman. |
| [8] | Bui, T. T. Q., & Intaraprasert, C. (2013). The Effects of Attitude towards Speaking English and Exposure to Oral Communication in English on Use of Communication Strategies by English Majors in Vietnam. Interna-tional Journal of Science and Research Publications, 3, 1-9. |
| [9] | Caprara, G. V., Alessandri, G., & Barbaranelli, C. (2010). Optimal Functioning. Psychotherapy and Psychosomatics, 79, 328-330. https://doi.org/10.1159/000319532 |
| [10] | Caprara, G. V., Alessandri, G., Eisenberg, N., Kupfer, A., Steca, P., Caprara, M. G., Yamaguchi, S., Fukuzawa, A., & Abela, J. (2012). The Positivity Scale. Psychology Assess, 24, 701-712. https://doi.org/10.1037/a0026681 |
| [11] | Castellani, V., Perinelli, E., & Gerbino, M. (2016). Positive Orientation and In-terpersonal Styles. Personality and Individual Differences, 98, 229-234. https://doi.org/10.1016/j.paid.2016.04.048 |
| [12] | Chastain, K. (1975). Affective and Ability Factors in Second-Language Acquisition. Language Learning, 25, 153-161.
https://doi.org/10.1111/j.1467-1770.1975.tb00115.x |
| [13] | Gardner, R. C. (1985). Social Psychology and Second Lan-guage Learning: The Role of Attitudes and Motivation. Edward Arnold. |
| [14] | Hook, J. N. Smith, C. A., & Valentiner, D. P. (2008). A Short-Form of the Personal Report of Confidence as a Speaker. Personality and Individual Differences, 44, 1306-1313. https://doi.org/10.1016/j.paid.2007.11.021 |
| [15] | Horwitz, E. K. (2001). Language Anxiety and Achieve-ment. Annual Review of Applied Linguistics, 21, 112-126.
https://doi.org/10.1017/S0267190501000071 |
| [16] | Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70, 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x |
| [17] | Kashdan, T. B., & Rottenberg, J. (2010). Psychological Flexibility as a Fundamental Aspect of Health. Clinical Psychology Review, 30, 865-878. https://doi.org/10.1016/j.cpr.2010.03.001 |
| [18] | Kleinmann, H. H. (1977). Avoidance Behavior in Adult Second Lan-guage Acquisition 1. Language Learning, 27, 93-107.
https://doi.org/10.1111/j.1467-1770.1977.tb00294.x |
| [19] | MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and Second-Language Learning: Toward a Theoretical Clarification. Language Learning, 39, 251-275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x |
| [20] | Malecki, C. K., & Elliott, S. N. (1999). Adolescents’ Ratings of Perceived Social Support and Its Importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36, 473-483.
https://doi.org/10.1002/(SICI)1520-6807(199911)36:6<473::AID-PITS3>3.0.CO;2-0 |
| [21] | Maturanec, I. (2015). For-eign Language Anxiety: Interaction with Gender, Length of Study and Self Perception of Competence. Ph.D. Thesis, Univer-sity of Zagreb. |
| [22] | Palacios, L. M. (1998). Foreign Language Anxiety and Classroom Environment: A study of Spanish University Students. Ph.D. Thesis, The University of Texas at Austin. |
| [23] | Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The Influence of Teacher Support on Student Adjustment in the Middle School Years: A Latent Growth Curve Study. De-velopment and Psychopathology, 15, 119-138.
https://doi.org/10.1017/S0954579403000075 |
| [24] | Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55, 68-78. https://doi.org/10.1037/0003-066X.55.1.68 |
| [25] | Scovel, T. (1978). The Effect of Affect on Foreign Language Learn-ing: A Review of the Anxiety Research. Language Learning, 28, 129-142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x |
| [26] | Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology, 100, 765-781. https://doi.org/10.1037/a0012840 |
| [27] | Spielberger, C. (1983). Manual for the State-Trait Anxiety Inventory (Form Y). Consulting Psychologists Press.
https://doi.org/10.1037/t06496-000 |
| [28] | Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia—Social and Behavioral Sciences, 93, 1860-1868. https://doi.org/10.1016/j.sbspro.2013.10.131 |
| [29] | Tardy, C. H. (1985). Social Support Measurement. American Jour-nal of Community Psychology, 13, 187-202.
https://doi.org/10.1007/BF00905728 |
| [30] | Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, Be-longingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being. Journal of Youth and Ad-olescence, 38, 1-12.
https://doi.org/10.1007/s10964-007-9257-4 |
| [31] | Yu, C. F., Li, X., Wang, S. J., & Zhang, W. (2016). Teacher Auton-omy Support Reduces Adolescent Anxiety and Depression: An 18-Month Longitudinal Study. Journal of Adolescence, 49, 115-123.
https://doi.org/10.1016/j.adolescence.2016.03.001 |
