对学习外语的焦虑和动机的相关研究
Afrah Alghameeti1, Azza Alghumsha1, Aljowharah Alsaleh1
1Department of English Language, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University, Riyadh 11432, Saudi Arabia.
Acta psychologica
|September 2, 2025
概括
这项研究发现,尽管有很高的动力,但高水平的外语焦虑会影响中文学习,尤其是语言技能和写作. 在学习者中没有发现明显的焦虑动机联系.
科学领域:
- 获取第二语言
- 教育心理学
背景情况:
- 有限的研究存在于外语焦虑 (FLA) 和动机在中文作为外语 (CFL) 学习,不像英语 (EFL).
- 了解焦虑和动机对于有效的CFL教学至关重要.
研究的目的:
- 研究焦虑和动机对CFL学习的影响.
- 研究CFL学习者的焦虑和动机之间的关系.
- 找出影响学习者焦虑和动机水平的因素.
主要方法:
- 与66名第一年中级CFL学习者的相关设计.
- 使用外语课堂焦虑量表 (FLCAS) 和动机量表的量化方法.
- 使用SPSS用描述分析方法分析数据.
主要成果:
- 焦虑对CFL学习的影响很大,特别是语言技能和角色写作.
- 学习者报告说,在中国课堂上表现的焦虑很高,但对整体能力的信心很低.
- 学生们表现出学习中文的高动力.
- 焦虑与动机之间没有显著的关系.
结论:
- 焦虑会显著影响学习成果和信心.
- 尽管焦虑很大, 但仍存在强烈的动机,
- 教师应适应教学方法,以减少CFL学习者的焦虑和增强他们的动力.
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