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目的考察青少年英语学习焦虑的年级差异及发展轨迹,了解随年龄增长青少年焦虑的发展特点及变化规律。方法采用英语学习焦虑问卷,对陕西10个不同年级的756名青少年进行调查。结果①不同年级青少年英语学习焦虑总分(F=3.71,P=0.000)及担心(F=4.16,P=0.000)、紧张不安(F=3.22,P=0.001)、害怕说英语(F=3.24,P=0.001)和害怕课堂提问(F=1.99,P=0.038)因子分均存在显著差异,初二学生焦虑总分及担心因子分高于大四学生(P<0.05),初二学生紧张不安因子分高于大一、大二学生(P<0.05);②随年龄的增长,青少年焦虑总体呈下降趋势(3.34~2.59),但焦虑总分及4个因子分发展轨迹存在一定差异。结论英语学习焦虑存在年级差异并呈下降趋势,应以其发展特点及轨迹为依据,制定英语教育相关政策,促进青少年焦虑情绪的健康发展。
Objective To investigate the differences of grade and development path of teenagers’ English learning anxiety and to understand the developing characteristics and changing rules of anxiety of adolescents with age. Methods An anxiety questionnaire in English was used to investigate 756 adolescents in 10 different grades in Shaanxi Province. Results ①The English anxiety scores (F = 3.71, P = 0.000) and anxiety (F = 4.16, P = 0.000), anxiety (F = 3.22, P = 0.001) , P = 0.001), and fear of class questions (F = 1.99, P = 0.038). There was a significant difference in scores of anxiety and anxiety among the first two freshmen (P <0.05) Anxiety was higher than freshman and sophomore (P <0.05). ②With the increase of age, anxiety of adolescents tended to decrease (3.34-2.59), but there was a certain difference in the total score of anxiety and the trajectory of four factors. Conclusion English learning anxiety varies from grade to grade, and should be based on its development characteristics and trajectory. English learning policies should be formulated to promote the healthy development of anxiety among teenagers.