开始学习英语的年龄,高中和语言能力之间的相互作用 EFL研究生学生的焦虑
1School of International Studies, Shaanxi Normal University, 199 Chang'an South Road, Yanta District, Xi'an, 710062, China.
Acta psychologica
|September 13, 2025
概括
外国语言焦虑 (FLA) 受学生开始学习英语 (ASLFL) 的时间和学校位置的影响. 较高的英语水平与较低的FLA相关,影响了语言学习教学.
科学领域:
- 心理语言学 心理语言学
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 外国语言焦虑 (FLA) 是影响语言学习者的已知因素.
- 有限的研究存在于调节因素,如开始学习外语的年龄 (ASLFL),高中 (HS) 类型和语言能力.
- 了解这些因素对于有效的外语教学至关重要.
研究的目的:
- 调查ASLFL,HS类型 (城市,县,农村) 和英语能力对FLA的影响.
- 探索这些变量对研究生EFL学生的FLA的相互作用效应.
- 为改善特定文化背景下的英语学习教学提供见解.
主要方法:
- 一项涉及306名研究生在中国学习英语外语 (EFL) 的定量研究.
- 数据收集可能包括评估FLA,ASLFL,HS类型和英语水平的调查或问卷.
- 使用统计分析来检查独立变量对FLA的直接和相互作用影响.
主要成果:
- 城市HS学生报告说,与县和农村学生相比,他们的沟通能力和考试焦虑程度较低.
- 较高的英语水平与较低的整体FLA有显著的关联.
- 发现了特定的相互作用:较晚 (12-15岁) 开始的县学生有更高的沟通焦虑;较早 (6-11岁) 开始的水平较低的学生表现出更高的测试和课堂焦虑.
结论:
- ASLFL,HS类型和英语水平在EFL学习者中显著调节FLA.
- 教育策略应考虑学生的起步年龄,学历背景和熟练程度.
- 这些发现为定制英语教学方法提供了实际意义,以减少学生的焦虑.
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