影响英语学习者口语焦虑的因素分析

焦虑作为学习者情感因素的一个非常重要的情感变量，近来成为外语教学研究的学术热点，同时焦虑对语言的听、说、读、写等分项技能的影响也不尽相同。本文分析了外语口语焦虑的成因，说明了产生口语焦虑的不同因素及应采取的措施。     

浅议语言焦虑与外语学习

语言焦虑是学习个体与二语语境尤其是二语行为有着特殊关系的紧张和畏惧感。语言焦虑有两种不同性质语言焦虑，即促进(积极)型焦虑与阻碍(消极)型焦虑。语言焦虑对外语学习的影响及促成它们的相关因素，包括两大部分：一是学习个体的内部因素如自尊心、对语言模糊性的容忍、冒险精神、竞争意识和个性特征及认知方式；二是学习过程的外部因素如由于广义的化休克而造成的师生间教学化的差异。对语言阻碍型的焦虑应采取不同的方法，有针对性地进行解决。     

运动员赛前心理焦虑与调控

阐述了运动焦虑产生的原因、分类及对运动成绩的影响 ;运动员赛前焦虑的特点 ;并对运动员赛前焦虑的调控进行了多方面的分析 .     

河北省中学生焦虑现状调查

为考察中学生的焦虑现状,本研究采用Zung编制的焦虑自评量表(SAS)对河北省1 400名中学生进行调查。研究结果:河北省中学生存在焦虑问题,其影响因素包括性别差异、学习成绩以及家庭关系。性别因素对中学生焦虑的产生具有显著性的影响,女生焦虑均分及其检出率均高于男生;河北省中学生学习成绩以及家庭关系因素对焦虑的产生具有极为显著的影响。应针对性地开展心理健康教育,改善中学生的焦虑情况。     

外语学习焦虑对听力理解的影响

作为情感因素之一的语言学习焦虑对二语学习有着重要影响。焦虑已经被证明对听力理解有负面影响。但在听力教学中，学生伴随听力理解过程的心理焦虑往往被忽略。随着外语教学的中心越来越向学生转移，学生听力习得过程的焦虑心理应得到更多的重视。充分认识焦虑对听力理解的影响，发现引起焦虑的根源并采取措施加以解决是提高学生听力技能的重要前提。     

试论外语教学中的情感因素

情感因素对外语教学有重要影响。焦虑和动机这两种情感因素对外语教学影响更大。因此，外语教学中应充分利用这些情感因素更好地促进教学。     

运动中焦虑研究综合报告

焦虑作为影响运动员技术发挥和创造优异成绩的心理因素，受到了国内外运动心理学专家的关注，目前研究的重点可以概括为两个方面：一是理论研究，包括对焦虑概念的理解、运动中焦虑的测定与评价以及焦虑与运动成绩关系的理论模式等；二是实际运动情境中焦虑与运动成绩关系，包括在比赛的不同阶段运动员焦虑的变化以及竞赛压力、运动员年龄、性别等与焦虑的关系。     

焦虑对英语学习的影响及对策

影响学生英语学习的因素很多,除了智力因素、认知风格等因素外,情感因素,特别是焦虑情绪起很大的作用。本文结合自己的教学实践,着重讨论焦虑对英语学习的影响及对策,提出教师要注意学生的人格特点,且不同类型的焦虑应采取不同的疏导措施。     

情感因素对少数民族大学生英语自主学习的影响

学习动机、自信心、焦虑、自我意象等情感因素是影响大学生英语自主学习的重要因素。而工具型和融合型学习动机、较强的自信心、适度的焦虑，以及良好的自我意象会对大学生英语自主学习产生重大影响。英语任课教师在教学过程中应充分考虑学生的情感因素、因材施教，培养大学生自主学习英语的能力。     

浅议语言焦虑与外语学习

语言焦虑是学习者个体与二语语境尤其是二语行为有着特殊关系的紧张和畏惧感。语言焦虑有两种不同性质语言焦虑 ,即促进 (积极 )型焦虑与阻碍 (消极 )型焦虑。语言焦虑对外语学习的影响及促成它们的相关因素 ,包括两大部分 :一是学习者个体的内部因素如自尊心、对语言模糊性的容忍、冒险精神、竞争意识和个性特征及认知方式 ;二是学习过程的外部因素如由于广义的文化休克而造成的师生间教学文化的差异。对语言阻碍型的焦虑应采取不同的方法 ,有针对性地进行解决。     

网络环境下外语焦虑感的特点及对策

外语焦虑感是阻碍外语习得的重要情感因素之一。本文通过对网络环境下外语焦虑感的实证研究,发现网络环境总体上能有效地缓解外语焦虑感。一方面,计算机网络的个性化服务、网络资源的多维立体输入等因素缓解了网络环境下的外语焦虑感;另一方面,缺乏合理的自主学习目标、缺少网络自主学习策略以及学生自控能力的个体差异等因素加剧了网络环境下的外语焦虑感。最后,针对网络环境下外语焦虑感的新特点,从教学的角度提出了缓解外语焦虑感的策略。     

外语教学中的情感因素研究

影响外语教学和学习的原因是多方面的。本文主要论述了外语学习中的动机、焦虑以及自信心等情感因素,及其对外语学习的影响,并有针对性地对如何利用个人差异中的情感因素来提高教学质量提出了几点自己的看法和建议。     

Anxieties of beginning physical education teachers

The early years of a teacher's career have been recognized as being stressful. Some of the causes of anxiety may be the same as for experienced teachers ‐ e.g. concern with discipline, motivating pupils, dealing with individual differences ‐ but some may be unique to inexperienced teachers ‐ e.g. concern about classroom management. This study looked at causes of anxiety in 104 physical education teachers in their first or second year of teaching, with six or 18 months’ teaching experience respectively, who were administered a questionnaire in February 1991. Results showed that these teachers were relatively anxious about teaching, with most anxiety being caused by assessment by school staff and/or the adviser, followed by how school staff may react to one or more unsuccessful lessons if they should occur. Least anxiety was caused by completing lesson plans in the required form and then co‐operation with the school staff. Factor analysis yielded four factors. These were: Being evaluated, Discipline, Paperwork and Getting on with school staff. Thus most anxiety for teachers at the beginning of their career appeared to result from evaluation of their performance rather than the mechanics of teaching ‐ e.g. classroom management or lesson preparation.     

情感过滤假说理论在大学英语听说课堂教学中的运用研究

依据Krashen情感过滤假说理论,在外语学习过程中动机、态度、自信心及学习外语语言的焦虑情绪等情感因素,是影响学生认知获得差异的主要原因。针对学生在大学英语听说课堂上存在的这些情感问题,可通过增加学生可理解性语言信息的输入,变换教学方式增强学生学习的动机和信心以缓解学生的焦虑情绪等方式,充分改善大学英语听说课的认知获得水平。     

Differential stability of individual differences in state and trait test anxiety

The differential stability of state and trait test anxiety was investigated in two content areas (Psychology, n = 154; Method, n = 133). The structural model supported the hypothesis regarding differential stability of individual differences for state and trait test anxiety over a three-month interval, with trait test anxiety being more stable than state test anxiety. Contrary to the invariant stability of trait test anxiety across content, the stability of state test anxiety was significantly low in Psychology as compared to that in Method, indicating that more individuals in the Psychology group reported fluctuant state test anxiety over time. Although the stability of individual differences in state test anxiety was low, the factor structures of state test anxiety at two occasions were invariant, supporting the contention that even when the factorial structures are stable over time and the test-retest stability is high, individual state test anxiety may be unstable across time.     

维吾尔族、柯尔克孜族初中生汉语交际意愿与汉语焦虑的关系研究

以新疆石河子市师范学校的105名维吾尔族、柯尔克孜族初中生为调查对象,采用课堂内交际意愿量表和外语课堂焦虑量表（FLCAS）调查了这些学生的汉语交际意愿和汉语焦虑。调查发现：维吾尔族、柯尔克孜族初中生的汉语交际意愿较高,汉语焦虑处于中等水平;一些个体因素（如：性别、民族和年级）在汉语交际意愿、汉语焦虑上不存在显著性差异;维吾尔族、柯尔克孜族初中生的汉语交际意愿与汉语焦虑呈显著的负相关;交际恐惧对汉语交际意愿有显著的负向预测作用。     

论外语学习中的语言焦虑(英文)

外语学习焦虑对外语学习有着负面影响,可以作为外语学习成功与否的个体差异因素之一。本文主要阐述了外语学习焦虑的研究,提出了在课堂中降低焦虑、优化教学的教学建议。     

个体检索知识获取过程及策略

随着网络技术的飞速发展,信息检索已成为一种自然的学习行为和解决问题的方式。网络信息检索能力的强弱将会影响个体利用网络的效率和知识获取的效果,因此已成为信息化时代个体应具备的一项基本素质和能力。但是现实中,大多数人的网络信息检索能力还较差,缺乏有效的检索策略,且容易产生心理上的焦虑和疲劳。个体网络信息检索能力受个体心理特征、已有知识与经验、任务特征及选用的网络系统本身等因素影响。在网络信息检索过程中,个体可以采用合作策略、学习或观摩策略、支架策略、检索反思策略和焦虑弱化策略,将要解决的问题或任务通过“社会化——外显化——组合化——内隐化”的过程,完成信息检索,实现知识的增长。     

Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance

This study explored mathematics anxiety in a longitudinal sample of 113 children followed from second to third grade. We examined how mathematics anxiety related to different types of mathematical performance concurrently and longitudinally and whether the relations between mathematics anxiety and mathematical performance differed as a function of working memory. Concurrent analyses indicated that mathematics anxiety represents a unique source of individual differences in children’s calculation skills and mathematical applications, but not in children’s geometric reasoning. Furthermore, we found that higher levels of mathematics anxiety in second grade predicted lower gains in children’s mathematical applications between second and third grade, but only for children with higher levels of working memory. Overall, our results indicate that mathematics anxiety is an important construct to consider when examining sources of individual differences in young children’s mathematical performance. Furthermore, our findings suggest that mathematics anxiety may affect how some children use working memory resources to learn mathematical applications.     

The effect of locus of control on communication motivation,anxiety, and satisfaction

Uses and gratifications is a psychological communication perspective focusing on how individual differences mediate attitudes and behavior. Incorporated in the perspective is an implicit emphasis of the interface of personal and mediated communication. As a salient psychological trait, locus of control should affect communication motivation and tendencies. Based on internal vs. external locus of control, we expected differences in communication motivation in interpersonal and mass‐media contexts, and differences in one's communication anxiety and satisfaction. Multivariate analysis of variance supported our expectations. Externals found communication to be less rewarding and less satisfying, tended to avoid communication, and were motivated to communicate more ritualistically than internals. We discussed these findings.