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本研究报告了对中国非英语专业研究生的英语学习焦虑心理结构的考察结果。考虑到中国文化可能对学习者英语学习心理产生影响,本研究没有直接采用由Horwitz、Horwitz和Cope(1986)编制的外语课堂焦虑量表(FLCAS),而是采用经过Yan(1998)修订的、具有中国本土文化色彩的外语课堂焦虑量表(Y_FLCAS),对253名非英语专业硕士生和博士生进行了调查。探索性因子分析发现,中国本土文化的确对受试的英语学习焦虑有影响;中国非英语专业研究生的英语学习焦虑体现在五个维度:对负面评价的恐惧、对师生沟通的忧惧、对英语课的负面态度、对英语课不自信,以及与英语母语者交流的不适感。根据调查结果,本研究就如何在非英语专业研究生中创造低焦虑的课堂环境提出了针对性的建议。
This research report examines the psychological structure of English learning anxiety in non-English majors in China. Considering that Chinese culture may have an impact on learners’ English learning psychology, this study did not directly adopt the Foreign Language Class Anxiety Scale (FLCAS) compiled by Horwitz, Horwitz and Cope (1986), but adopted Yan (1998) Foreign language classroom Anxiety Scale (Y_FLCAS), with Chinese native culture, conducted a survey of 253 non-English majors and doctoral students. Exploratory factor analysis found that Chinese native culture did have an impact on the English learning anxiety. The anxiety of non-English majors in English learning was reflected in five dimensions: fear of negative appraisal, fear of communication between teachers and students, Negative attitudes toward classes, lack of confidence in English classes, and discomfort with native English speakers. Based on the findings, this study provides specific recommendations on how to create a low-anxiety classroom environment for non-English majors.