【作者】 邹妍影；

【导师】 何广铿；

【作者基本信息】 华南师范大学 ， 英语语言文学， 2003， 硕士

【摘要】 随着外语教学研究领域的重点由研究“如何教”转向研究“如何学”，第二语言学习策略受到研究者们极大的关注。大部分研究表明语言学习策略的使用和外语／二语成绩紧密相联，但对于两者具体关系的研究却有不同的结果。比如对于和成绩相关的策略类型就有不同的发现。研究者们还发现许多因素影响学习者对策略的使用，包括学习者因素和环境因素。 语言焦虑是最受研究者关注的其中一个学习者因素。对于语言焦虑和外语／二语学习的研究有不少，但结果并不一致。有些研究表明语言焦虑对外语／二语成绩有负面影响，但也有研究发现其对外语／二语成绩有下面影响或者没有影响。 MacIntyre(1994)指出，焦虑会影响学习者对策略的使用。MacIntyre and Noels(1996)发现语言焦虑和语言学习策略的使用之间存在负相关。然而，中国至今还没有关于外语焦虑和语言学习策略的使用之间关系的实证研究。为了探讨外语焦虑、语言学习策略的使用及外语成绩三者之间的关系，笔者对421名大学生(335名非英语专业学生和86名英语专业学生)进行调查，采用了两个调查表作为研究工具。一个是Oxford(1990)的语言学习策略量表，另一个是Horwitz et al.(1986)的外语课堂焦虑量表。通过对数据进行相关分析和T检验，本研究拟探讨以下四个问题： 1)语言学习策略的使用和外语成绩之间存在着什么关系? 2)外语焦虑和外语成绩之间存在着什么关系? 3)外语焦虑和语言学习策略的使用之间存在着什么关系? 4)外语焦虑、语言学习策略的使用及外语成绩是否存在着性别差异? 调查结果如下： 1)对于非英语专业学生，有五种语言学习策略的使用和外语成绩之间呈显著正相关；对于英语专业学生，有两种语言学习策略的使用和外语成绩之间呈显著正相关。 2)对于非英语专业和英语专业学生，外语焦虑和外语成绩之间呈显著负相关。 3)对于非英语专业和英语专业学生，外语焦虑和语言学习策略的使用之间呈显著负相关。 4)对于非英语专业学生，女生比男生更多地使用语言学习策略，而且有显著性差异；对于英语专业学生，除情感策略以外，其他五种策略的使用均无性别差异。对于非英语专业和英语专业学生，女生和男生的外语焦虑水平均无显著性差异。 笔者从认知和情感两方面对以上结果进行了讨论，期望本研究能使教师对学生的策略使用及焦虑在外语教学中所起的作用有进一步的了解，从而帮助学生更好地学习外语。更多还原

【Abstract】 Language learning strategies have received considerable attention from researchers as the focus on ’how to teach’ has shifted to ’how to learn’. Evidence shows that language learning strategy use is closely associated with foreign/second language achievements, though different results concerning the concrete relationship between them occur. For instance, there are different findings about the strategy types that are related to foreign/second language achievement. Researchers have also found that many factors influence language learning strategy use, including learner factors and environmental factors.Language anxiety is one of the learner variables that have been given the most attention by language researchers. There is a great deal of research on the relationship between language anxiety and foreign/second language achievements, but the results are inconsistent. Some research shows that language anxiety has negative effects on foreign/second language achievement, while some shows that language anxiety has positive or even no effects on foreign/second language achievement. Maclntyre (1994) noted that language anxiety is a factor that influences language learning strategy use. Maclntyre and Noels (1996) found that language anxiety was negatively correlated with language learning strategy use. So far, however, no empirical research has been done to investigate the relationship between foreign language anxiety and language learning strategy use in China.Therefore, a survey was conducted to examine the relationships among foreign language anxiety, language learning strategy use, and foreign language achievement. Two questionnaires were employed as the instruments in the present study, in which 421 undergraduate students (335 are non-English majors and 86 are English majors) participated. One is the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990); the other is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). Pearson correlations and T-test were computed to answer the following four questions: 1) What’s the relationship between language learning strategy use and foreignlanguage achievement?2) What’s the relationship between foreign language anxiety and foreign language achievement?3) What’s the relationship between foreign language anxiety and language learning strategy use?4) Are there gender differences in language learning strategy use, levels of foreign language anxiety, and foreign language achievement?The results are as follows:1) For non-English majors, the use of five types of language learning strategies was positively correlated with foreign language achievement; while for English majors, the use of two types of language learning strategies was positively correlated with foreign language achievement.2) For both non-English and English majors, foreign language anxiety was negatively correlated with foreign language achievement.3) For both non-English and English majors, foreign language anxiety and language learning strategy use were negatively correlated.4) For non-English majors, there were significant gender differences in language learning strategy use, and females used strategies more often than males; while for English majors, except affective strategies, no gender differences were found in the use of other five types of language learning strategies. For both non-English and English majors, there were no gender differences in levels of foreign language anxiety.The author discussed the results of the present study from both cognitive and affective perspectives. It is expected that the findings of this study will help foreign language teachers further understand the effects of language learning strategy use and foreign language anxiety on foreign language teaching, which enable them to help the students learn a foreign language better.更多还原