摘要
作为情感因素之一的英语课堂焦虑对二语学习有着重要影响,该文首先对课堂焦虑与语言学习的关系做了简要的综述,采用英语课堂焦虑量表对大学生的课堂焦虑程度进行了调查,从宏观到局部,用相关分析、描述统计、回归分析法等来回答三个问题,即:二者是否呈显著负相关关系,这种关系是否具有绝对性,二者可否相互预测。最后笔者基于以上问题提出了相应的教学对策。
ECA （English classroom anxiety）, as one of the emotional factors, has a great influence on the second language acquisition. Based on this concept, the paper starts with a brief overview on the relations between ECA and English learning, and then with FLCAS as the tool, the author conducts a survey on the ECA index of 500 college students. By means of correlative, regressive analysis and descriptive statistics, the author tries to answer three questions： whether ECA and EA （English achievement） are negatively correlated, whether there exists absoluteness in the phenomenon of this negative correlation, and whether ECA and EA can predict each other. The author ends this paper with some relevant strategies.
出处
《乐山师范学院学报》
2013年第12期116-119,123,共5页
Journal of Leshan Normal University
基金
四川省人文社会科学重点研究基地--西华师范大学四川省教育发展研究中心资助/立项项目(CJF10020)
