外语焦虑症:对西班牙语学习者的研究

Moumita Akter
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摘要

外语焦虑(FLA)作为一种重要的情感变量,在西班牙语的语境中一直未得到探讨。本文报告了一项研究,该研究调查了西班牙语焦虑(SLA)及其潜在原因,并探究了教师角色与 SLA 之间的关系。本研究采用了混合方法研究设计,包括问卷调查(外语课堂焦虑量表(FLCAS))、半结构式访谈和观察,以收集本科生(女生 32 人,男生 18 人)和西班牙语教师(2 人)的数据。FLCAS 数据显示,学生有低度至中度焦虑,其中交流焦虑评分较高(平均值 = 3.26),其次是害怕负面评价(平均值 = 2.8)和考试焦虑(平均值 = 2.25)。根据访谈数据记录,听力和口语任务、害怕负面评价、教师谈话、消极的自我比较和以前糟糕的语言学习经历是焦虑的主要来源。在这种情况下,西班牙语教师主要通过开展有趣的活动、接受学生的错误和使用肢体语言来减轻学生的焦虑。本文深入探讨了引发学生焦虑的原因,以及教师角色与学生焦虑之间的影响关系。根据研究结果,为教师减轻学生焦虑提出了一些建议。
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Foreign Language Anxiety: A Study on Spanish Learners
Foreign language anxiety (FLA) as a crucial affective variable has been unexplored in the context of the Spanish language. This paper reports a study that investigated Spanish language anxiety (SLA) and its potential causes and inquired into the relationship between the role of a teacher and SLA. A mixed-methods research design was adopted, including a questionnaire [Foreign Language Classroom Anxiety Scale (FLCAS)], semi-structured interviews, and observation as data collection among the undergraduates (female = 32, male = 18) and Spanish teachers (2). The FLCAS data revealed that students experience low to moderate anxiety, with communication apprehension being highly rated (mean = 3.26) followed by fear of negative evaluation (mean = 2.8) and test anxiety (mean = 2.25). The interview data recorded listening and speaking tasks, fear of negative evaluation, teacher talk, negative self-comparison, and previous bad language learning experiences are the prominent sources of anxiety. In this context, Spanish teachers are found to reduce students' anxiety mostly by giving interesting activities, accepting students' mistakes, and using body language. This paper offers insight into the causes that trigger FLA and an impactful relationship between a teacher's role and FLA. Some suggestions are proposed for teachers based on the findings to mitigate students’ anxiety.
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