國外二語外語學(xué)習(xí)焦慮研究30年

國外二語外語學(xué)習(xí)焦慮研究30年一、本文概述Overviewofthisarticle在過去的三十年里，國外二語/外語學(xué)習(xí)焦慮研究已成為應(yīng)用語言學(xué)、心理語言學(xué)和教育心理學(xué)等多個領(lǐng)域的重要研究議題。學(xué)習(xí)焦慮，作為一種常見的情感反應(yīng)，對二語/外語學(xué)習(xí)者的語言學(xué)習(xí)效果和過程產(chǎn)生了深遠(yuǎn)的影響。本文旨在回顧和總結(jié)國外在這一領(lǐng)域的研究進(jìn)展，以期為國內(nèi)的二語/外語教學(xué)和研究提供借鑒和啟示。Inthepastthirtyyears,researchonsecondlanguage/foreignlanguagelearninganxietyabroadhasbecomeanimportantresearchtopicinmultiplefieldssuchasappliedlinguistics,psycholinguistics,andeducationalpsychology.Learninganxiety,asacommonemotionalresponse,hasaprofoundimpactonthelanguagelearningoutcomesandprocessesofsecond/foreignlanguagelearners.Thisarticleaimstoreviewandsummarizetheresearchprogressinthisfieldabroad,inordertoprovidereferenceandinspirationforsecond/foreignlanguageteachingandresearchinChina.本文將首先概述學(xué)習(xí)焦慮的定義、分類及其與二語/外語學(xué)習(xí)的關(guān)系。接著，文章將回顧國外學(xué)者在焦慮測量工具的開發(fā)和應(yīng)用方面所做的努力，包括常用的焦慮量表和實(shí)驗設(shè)計方法。在此基礎(chǔ)上，文章將重點(diǎn)分析焦慮對二語/外語學(xué)習(xí)的影響機(jī)制，包括焦慮對學(xué)習(xí)者認(rèn)知過程、學(xué)習(xí)策略使用、學(xué)習(xí)動機(jī)以及語言輸出質(zhì)量等方面的影響。Thisarticlewillfirstoutlinethedefinition,classification,andrelationshipbetweenlearninganxietyandsecond/foreignlanguagelearning.Next,thearticlewillreviewtheeffortsmadebyforeignscholarsinthedevelopmentandapplicationofanxietymeasurementtools,includingcommonlyusedanxietyscalesandexperimentaldesignmethods.Onthisbasis,thearticlewillfocusonanalyzingtheimpactmechanismofanxietyonsecondlanguage/foreignlanguagelearning,includingtheimpactofanxietyonlearners'cognitiveprocesses,learningstrategyuse,learningmotivation,andlanguageoutputquality.文章還將探討國外學(xué)者在緩解學(xué)習(xí)焦慮的策略和方法方面所取得的研究成果。這些策略和方法涵蓋了課程設(shè)計、教學(xué)方法、教師角色、學(xué)習(xí)者自主性和社會心理支持等多個層面，旨在為二語/外語教師和學(xué)習(xí)者提供有效的指導(dǎo)和幫助。Thearticlewillalsoexploretheresearchachievementsofforeignscholarsinstrategiesandmethodstoalleviatelearninganxiety.Thesestrategiesandmethodscovermultiplelevels,includingcurriculumdesign,teachingmethods,teacherroles,learnerautonomy,andsocialpsychologicalsupport,aimingtoprovideeffectiveguidanceandassistanceforsecond/foreignlanguageteachersandlearners.本文將對國外二語/外語學(xué)習(xí)焦慮研究的發(fā)展趨勢進(jìn)行展望，以期為國內(nèi)的相關(guān)研究提供新的思路和方向。通過深入分析和總結(jié)國外的研究成果和經(jīng)驗，本文旨在促進(jìn)國內(nèi)外二語/外語學(xué)習(xí)和教學(xué)研究的交流與融合，共同推動二語/外語教育的發(fā)展。Thisarticlewillprovideanoutlookonthedevelopmenttrendsofsecondlanguage/foreignlanguagelearninganxietyresearchabroad,inordertoprovidenewideasanddirectionsforrelatedresearchinChina.Throughin-depthanalysisandsummaryofforeignresearchachievementsandexperiences,thisarticleaimstopromotetheexchangeandintegrationofsecondlanguage/foreignlanguagelearningandteachingresearchathomeandabroad,andjointlypromotethedevelopmentofsecondlanguage/foreignlanguageeducation.二、二語/外語學(xué)習(xí)焦慮的理論基礎(chǔ)TheTheoreticalBasisofSecondLanguage/ForeignLanguageLearningAnxiety在過去的三十年中，二語/外語學(xué)習(xí)焦慮的研究已經(jīng)得到了廣泛的關(guān)注，其理論基礎(chǔ)主要源于心理學(xué)、教育學(xué)和第二語言習(xí)得等多個學(xué)科領(lǐng)域。其中，最為核心的理論基礎(chǔ)主要包括焦慮理論、語言學(xué)習(xí)理論和認(rèn)知心理學(xué)理論。Inthepastthirtyyears,researchonsecondlanguage/foreignlanguagelearninganxietyhasreceivedwidespreadattention,withitstheoreticalbasismainlyderivedfrommultipledisciplinessuchaspsychology,education,andsecondlanguageacquisition.Amongthem,themostcoretheoreticalfoundationsmainlyincludeanxietytheory,languagelearningtheory,andcognitivepsychologytheory.焦慮理論為二語/外語學(xué)習(xí)焦慮的研究提供了重要的心理學(xué)視角。根據(jù)焦慮理論，焦慮是個體在面對潛在威脅時產(chǎn)生的一種不愉快的情緒體驗，這種體驗可能阻礙個體的學(xué)習(xí)和表現(xiàn)。在二語/外語學(xué)習(xí)中，學(xué)習(xí)焦慮特指學(xué)習(xí)者在學(xué)習(xí)過程中由于擔(dān)心失敗、害怕評價或擔(dān)心自身能力不足而產(chǎn)生的緊張、不安和擔(dān)憂的情緒。這種焦慮情緒可能對學(xué)習(xí)者的語言學(xué)習(xí)產(chǎn)生負(fù)面影響，如降低學(xué)習(xí)效率、阻礙語言流暢性和準(zhǔn)確性等。Theanxietytheoryprovidesanimportantpsychologicalperspectiveforthestudyofsecondlanguage/foreignlanguagelearninganxiety.Accordingtoanxietytheory,anxietyisanunpleasantemotionalexperiencethatindividualsexperiencewhenfacingpotentialthreats,whichmayhindertheirlearningandperformance.Insecondlanguage/foreignlanguagelearning,learninganxietyspecificallyreferstothetense,uneasy,andworriedemotionsthatlearnersexperienceduringthelearningprocessduetoconcernsaboutfailure,fearofevaluation,orinsufficientabilities.Thisanxietymayhaveanegativeimpactonlanguagelearningforlearners,suchasreducinglearningefficiency,hinderinglanguagefluencyandaccuracy,etc.語言學(xué)習(xí)理論則為二語/外語學(xué)習(xí)焦慮的研究提供了關(guān)于語言學(xué)習(xí)過程和學(xué)習(xí)者個體差異的深入理解。根據(jù)語言學(xué)習(xí)理論，語言學(xué)習(xí)是一個復(fù)雜的過程，涉及認(rèn)知、情感、社會和文化等多個方面。學(xué)習(xí)焦慮作為情感因素之一，在學(xué)習(xí)者的語言學(xué)習(xí)過程中發(fā)揮著重要作用。語言學(xué)習(xí)理論還強(qiáng)調(diào)了學(xué)習(xí)者個體差異的重要性，包括學(xué)習(xí)者的性格、動機(jī)、學(xué)習(xí)策略等因素，這些因素都可能影響學(xué)習(xí)者的焦慮水平和語言學(xué)習(xí)效果。Languagelearningtheoryprovidesadeeperunderstandingofthelanguagelearningprocessandindividualdifferencesamonglearnersforthestudyofsecondlanguage/foreignlanguagelearninganxiety.Accordingtolanguagelearningtheory,languagelearningisacomplexprocessthatinvolvesmultipleaspectssuchascognition,emotion,society,andculture.Learninganxiety,asoneoftheemotionalfactors,playsanimportantroleinthelanguagelearningprocessoflearners.Languagelearningtheoryalsoemphasizestheimportanceofindividualdifferencesamonglearners,includingfactorssuchastheirpersonality,motivation,andlearningstrategies,allofwhichmayaffecttheiranxietylevelsandlanguagelearningoutcomes.認(rèn)知心理學(xué)理論則為二語/外語學(xué)習(xí)焦慮的研究提供了關(guān)于信息處理和認(rèn)知過程的重要見解。根據(jù)認(rèn)知心理學(xué)理論，焦慮可能影響學(xué)習(xí)者的信息處理能力，如注意力、記憶和思維等。在學(xué)習(xí)焦慮的情況下，學(xué)習(xí)者可能難以集中注意力、記憶信息或進(jìn)行有效的思維活動，從而影響了語言學(xué)習(xí)的效果。認(rèn)知心理學(xué)理論還探討了焦慮與學(xué)習(xí)策略之間的關(guān)系，指出焦慮可能影響學(xué)習(xí)者學(xué)習(xí)策略的選擇和使用。Cognitivepsychologytheoryprovidesimportantinsightsintoinformationprocessingandcognitiveprocessesforthestudyofsecondlanguage/foreignlanguagelearninganxiety.Accordingtocognitivepsychologytheory,anxietymayaffectlearners'informationprocessingabilities,suchasattention,memory,andthinking.Insituationsoflearninganxiety,learnersmayhavedifficultyconcentrating,memorizinginformation,orengagingineffectivethinkingactivities,whichcanaffecttheeffectivenessoflanguagelearning.Cognitivepsychologytheoryalsoexplorestherelationshipbetweenanxietyandlearningstrategies,pointingoutthatanxietymayaffectthechoiceanduseoflearningstrategiesbylearners.二語/外語學(xué)習(xí)焦慮的理論基礎(chǔ)涉及心理學(xué)、教育學(xué)和第二語言習(xí)得等多個學(xué)科領(lǐng)域。這些理論為研究者提供了關(guān)于學(xué)習(xí)焦慮的本質(zhì)、來源和影響等方面的深入理解，有助于指導(dǎo)實(shí)踐中的語言教學(xué)和學(xué)習(xí)。在未來的研究中，我們還需要進(jìn)一步探討如何有效地減輕學(xué)習(xí)焦慮、提高學(xué)習(xí)者的語言學(xué)習(xí)效果等問題。Thetheoreticalbasisofsecondlanguage/foreignlanguagelearninganxietyinvolvesmultipledisciplinessuchaspsychology,education,andsecondlanguageacquisition.Thesetheoriesprovideresearcherswithadeepunderstandingoftheessence,sources,andimpactsoflearninganxiety,whichhelpsguidelanguageteachingandlearninginpractice.Infutureresearch,weneedtofurtherexplorehowtoeffectivelyalleviatelearninganxietyandimprovelanguagelearningoutcomesforlearners.三、國外二語/外語學(xué)習(xí)焦慮研究的主要成果TheMainAchievementsofResearchonSecondLanguage/ForeignLanguageLearningAnxietyAbroad在過去的三十年中，國外對于二語/外語學(xué)習(xí)焦慮的研究取得了豐碩的成果。這些研究主要涵蓋了焦慮的定義、分類、來源、影響機(jī)制，以及緩解焦慮的有效策略等多個方面。Inthepastthirtyyears,therehavebeenfruitfulstudiesonsecondlanguage/foreignlanguagelearninganxietyabroad.Thesestudiesmainlycovermultipleaspectssuchasthedefinition,classification,sources,influencingmechanismsofanxiety,aswellaseffectivestrategiestoalleviateanxiety.在焦慮的定義和分類上，研究者們提出了多種理論模型。其中最具代表性的是Horwitz等人（1986）提出的外語課堂焦慮量表（FLCAS），該量表將外語學(xué)習(xí)焦慮分為交際畏懼、考試焦慮和負(fù)評價恐懼三個維度，為后續(xù)研究提供了量化評估工具。Researchershaveproposedvarioustheoreticalmodelsforthedefinitionandclassificationofanxiety.ThemostrepresentativeamongthemistheForeignLanguageClassroomAnxietyScale(FLCAS)proposedbyHorwitzetal.(1986),whichdividesforeignlanguagelearninganxietyintothreedimensions:communicativeanxiety,examanxiety,andnegativeevaluationfear,providingaquantitativeevaluationtoolforsubsequentresearch.在焦慮的來源和影響機(jī)制方面，研究者們普遍認(rèn)為二語/外語學(xué)習(xí)焦慮受到多種因素的影響，包括個人因素（如性格特質(zhì)、學(xué)習(xí)動機(jī)等）、環(huán)境因素（如課堂氛圍、教師風(fēng)格等）以及語言學(xué)習(xí)本身的特點(diǎn)（如語言難度、學(xué)習(xí)進(jìn)度等）。這些因素相互作用，共同影響學(xué)習(xí)者的焦慮水平和學(xué)習(xí)效果。Intermsofthesourcesandinfluencingmechanismsofanxiety,researchersgenerallybelievethatsecondlanguage/foreignlanguagelearninganxietyisinfluencedbyvariousfactors,includingpersonalfactors(suchaspersonalitytraits,learningmotivation,etc.),environmentalfactors(suchasclassroomatmosphere,teacherstyle,etc.),andtheinherentcharacteristicsoflanguagelearning(suchaslanguagedifficulty,learningprogress,etc.).Thesefactorsinteractwitheachotherandtogetheraffecttheanxietylevelandlearningoutcomesoflearners.在緩解焦慮的有效策略方面，研究者們提出了多種方法。例如，教師可以通過營造積極的課堂氛圍、采用多樣化的教學(xué)方法、提供及時的反饋和評價等方式來降低學(xué)生的焦慮水平。學(xué)生也可以通過自我調(diào)整學(xué)習(xí)策略、尋求同伴或教師的幫助、參加課外活動等方式來緩解焦慮。這些策略在實(shí)際教學(xué)中得到了廣泛應(yīng)用，并取得了顯著的效果。Intermsofeffectivestrategiestoalleviateanxiety,researchershaveproposedvariousmethods.Forexample,teacherscanreducestudents'anxietylevelsbycreatingapositiveclassroomatmosphere,adoptingdiverseteachingmethods,andprovidingtimelyfeedbackandevaluation.Studentscanalsoalleviateanxietybyadjustingtheirlearningstrategies,seekinghelpfrompeersorteachers,andparticipatinginextracurricularactivities.Thesestrategieshavebeenwidelyappliedinpracticalteachingandhaveachievedsignificantresults.國外二語/外語學(xué)習(xí)焦慮研究在過去的三十年中取得了顯著的成果。這些成果不僅深化了我們對二語/外語學(xué)習(xí)焦慮的認(rèn)識和理解，還為實(shí)際教學(xué)提供了有效的指導(dǎo)和支持。未來隨著研究的不斷深入和發(fā)展我們有望發(fā)現(xiàn)更多有效的緩解焦慮的方法和策略進(jìn)一步提高二語/外語教學(xué)的質(zhì)量和效果。Theresearchonsecondlanguage/foreignlanguagelearninganxietyabroadhasachievedsignificantresultsinthepastthirtyyears.Theseachievementsnotonlydeepenourunderstandingandunderstandingofsecondlanguage/foreignlanguagelearninganxiety,butalsoprovideeffectiveguidanceandsupportforpracticalteaching.Inthefuture,withthecontinuousdeepeninganddevelopmentofresearch,weareexpectedtodiscovermoreeffectivemethodsandstrategiestoalleviateanxietyandfurtherimprovethequalityandeffectivenessofsecondlanguage/foreignlanguageteaching.四、國外二語/外語學(xué)習(xí)焦慮研究的不足與展望TheShortcomingsandProspectsofResearchonSecondLanguage/ForeignLanguageLearningAnxietyAbroad在過去的三十年里，二語/外語學(xué)習(xí)焦慮研究已經(jīng)取得了顯著的進(jìn)展，為我們理解和解決學(xué)習(xí)者在語言學(xué)習(xí)過程中的情感障礙提供了重要的視角。然而，盡管這一領(lǐng)域的研究已經(jīng)取得了豐碩的成果，但仍存在一些不足和需要進(jìn)一步探索的問題。Inthepastthirtyyears,significantprogresshasbeenmadeinthestudyofsecondlanguage/foreignlanguagelearninganxiety,providingimportantperspectivesforustounderstandandaddressemotionalbarriersfacedbylearnersinthelanguagelearningprocess.However,althoughresearchinthisfieldhasachievedfruitfulresults,therearestillsomeshortcomingsandissuesthatneedfurtherexploration.盡管大量的研究已經(jīng)證實(shí)了焦慮對二語/外語學(xué)習(xí)的影響，但關(guān)于焦慮的具體作用機(jī)制和影響路徑仍不完全清楚。未來研究需要更深入地探討焦慮是如何在語言學(xué)習(xí)過程中產(chǎn)生作用，以及如何通過干預(yù)和教學(xué)策略來有效緩解焦慮。Althoughnumerousstudieshaveconfirmedtheimpactofanxietyonsecondlanguage/foreignlanguagelearning,thespecificmechanismsandpathwaysofanxietyarestillnotfullyunderstood.Futureresearchneedstodelvedeeperintohowanxietyplaysaroleinlanguagelearning,aswellashowinterventionsandteachingstrategiescaneffectivelyalleviateanxiety.現(xiàn)有的研究主要關(guān)注的是普遍性的焦慮情緒，而對于不同類型的焦慮（如交際焦慮、考試焦慮等）的研究相對較少。未來研究需要更多地關(guān)注這些具體類型的焦慮，以便為學(xué)習(xí)者提供更精確和個性化的支持。Theexistingresearchmainlyfocusesongeneralanxietyemotions,whilethereisrelativelylittleresearchondifferenttypesofanxiety(suchascommunicationanxiety,examanxiety,etc.).Futureresearchneedstopaymoreattentiontothesespecifictypesofanxietyinordertoprovidelearnerswithmorepreciseandpersonalizedsupport.再次，盡管已有研究涉及了不同文化背景和語言環(huán)境下的二語/外語學(xué)習(xí)焦慮，但關(guān)于如何在具體的教學(xué)環(huán)境中應(yīng)用這些研究成果的研究仍顯不足。未來研究需要更多地關(guān)注如何將焦慮研究的理論與實(shí)踐相結(jié)合，為教師提供具體的、可操作的教學(xué)策略。Again,althoughtherehavebeenstudiesonsecond/foreignlanguagelearninganxietyindifferentculturalandlinguisticcontexts,thereisstillinsufficientresearchonhowtoapplytheseresearchfindingsinspecificteachingenvironments.Futureresearchneedstofocusmoreonhowtocombinethetheoryandpracticeofanxietyresearch,providingteacherswithspecificandactionableteachingstrategies.現(xiàn)有的研究主要依賴于問卷調(diào)查和量化分析的方法，而對于深入的語言學(xué)習(xí)和教學(xué)過程的研究相對較少。未來研究需要更多地采用質(zhì)性研究方法，如訪談、課堂觀察等，以更全面地了解學(xué)習(xí)者的學(xué)習(xí)過程和情感體驗。Existingresearchmainlyreliesonquestionnairesurveysandquantitativeanalysismethods,whilethereisrelativelylittleresearchonin-depthlanguagelearningandteachingprocesses.Futureresearchneedstoadoptmorequalitativeresearchmethods,suchasinterviewsandclassroomobservations,togainamorecomprehensiveunderstandingoflearners'learningprocessesandemotionalexperiences.雖然國外二語/外語學(xué)習(xí)焦慮研究在過去的三十年里取得了顯著的進(jìn)步，但仍有許多值得深入探索和研究的問題。未來的研究需要在理論構(gòu)建、具體類型的研究、教學(xué)應(yīng)用以及研究方法等方面做出更多的努力，以推動二語/外語學(xué)習(xí)焦慮研究的進(jìn)一步發(fā)展。Althoughsignificantprogresshasbeenmadeinthestudyofsecondlanguage/foreignlanguagelearninganxietyinforeigncountriesoverthepastthirtyyears,therearestillmanyissuesworthfurtherexplorationandresearch.Futureresearchneedstomakemoreeffortsintheoreticalconstruction,specifictypesofresearch,teachingapplications,andresearchmethodstopromotethefurtherdevelopmentofsecondlanguage/foreignlanguagelearninganxietyresearch.五、結(jié)論Conclusion經(jīng)過對國外二語外語學(xué)習(xí)焦慮研究的深入梳理和分析，我們可以清晰地看到這一領(lǐng)域在過去三十年的發(fā)展歷程。從最初的焦慮定義和分類，到焦慮對二語外語學(xué)習(xí)的影響機(jī)制和應(yīng)對策略，研究者們一直在不斷探索和深化對這一重要現(xiàn)象的理解。Afterathoroughreviewandanalysisofresearchonsecondlanguagelearninganxietyinforeigncountries,wecanclearlyseethedevelopmentprocessofthisfieldinthepastthirtyyears.Researchershavebeencontinuouslyexploringanddeepeningtheirunderstandingofthisimportantphenomenon,fromtheinitialdefinitionandclassificationofanxiety,totheimpactmechanismsandcopingstrategiesofanxietyonsecondlanguagelearning.從研究方法來看，國外的研究者們采用了定量和定性等多種研究方法，從多個角度對二語外語學(xué)習(xí)焦慮進(jìn)行了深入剖析。這些研究不僅揭示了焦慮在二語外語學(xué)習(xí)中的普遍性和重要性，也為我們提供了豐富的應(yīng)對策略和干預(yù)措施。Fromtheperspectiveofresearchmethods,foreignresearchershaveadoptedvariousquantitativeandqualitativeresearchmethodstoconductin-depthanalysisofsecondlanguagelearninganxietyfrommultipleperspectives.Thesestudiesnotonlyrevealtheuniversalityandimportanceofanxietyinsecondlanguagelearning,butalsoprovideuswithrichcopingstrategiesandinterventionmeasures.從研究內(nèi)容來看，國外的研究者們對二語外語學(xué)習(xí)焦慮的各個方面都進(jìn)行了廣泛而深入的研究。他們不僅探討了焦慮的來源和影響，還深入研究了焦慮與二語外語學(xué)習(xí)成績、學(xué)習(xí)策略、學(xué)習(xí)動機(jī)等多個方面的關(guān)系。這些研究為我們提供了全面的視角，使我們能夠更深入地理解焦慮在二語外語學(xué)習(xí)中的作用。Fromtheperspectiveofresearchcontent,foreignresearchershaveconductedextensiveandin-depthresearchonvariousaspectsofsecondlanguagelearn