摘要
本研究在Horwitz和Cope(1986)的FLCAS基础上设计本土化问卷,从对负面评价的恐惧、情境话剧任务沟通中的焦虑、对情境话剧任务的负面态度3个维度出发,对370名商务英语专业学生在应用情境话剧教学法的口语课堂焦虑水平影响要素进行调查。分析发现,他人评价、使用口语场合、口语能力、小组成员沟通协调以及情境展演时的紧张等因子分别是3个维度下导致学生产生焦虑的主要因素,这一发现对如何降低高职学生英语口语课堂焦虑水平有一定的启示作用。
A modified questionnaire of FLCAS（ Horwitz Cope,1986） is used to survey the influence factors of anxiety levels among 370 business English major students from three dimensions of the fear of negative evaluation,anxiety in communication about roles in situational drama and negative attitude toward roles in situational drama,when performing situational drama in oral English class. The factor dimensionality reduction analysis by using SPSS 18. 0 found that there are 11 common influential factors. The findings shed some light on how to reduce students＇ anxiety level in oral English class.
出处
《江苏开放大学学报》
2015年第6期43-47,共5页
Journal of Jiangsu Radio & Television University
基金
江苏开放大学(江苏城市职业学院)"十二五"规划课题"高职英语口语课堂环境调查与研究"(12SEWQ-082)
关键词
情境话剧
高职学生
英语口语课程
学生课堂焦虑
situational drama
high vocational college students
oral English class
classroom anxiety
