英语专业学生的外语焦虑对英语词汇记忆影响的研究

摘  要
本研究从外语焦虑与英语学习的关系入手，提出了外语焦虑对英语词汇记忆影响的假设，通过实验，结合定量与定性两种研究方法，研究了英语专业学生外语焦虑与词汇记忆的关系。作者假设为：（1）低度焦虑与英语词汇记忆呈正相关。（2）高度焦虑与英语词汇记忆呈负相关；定量研究分为问卷调查和课堂实验两部分。被测是 60 名滨州学院英语专业一年级新生。课堂试验通过向正在完成词汇记忆任务的被试呈现积极情感刺激，无情感刺激和低等焦虑刺激三种图片，比较被试词汇记忆的维持情况。外语课堂焦虑量表(FLCAS)被译成中文，用来测量学生的外语焦虑情况。在定性研究中，作者从高、中、低焦虑组各抽取 5 名学生进行了访谈。作者通过对统计数据进行描述性统计、相关性分析和方差分析，得出如下研究结论：（1）高度外语焦虑与英语词汇学习呈负相关；（2）焦虑平均值显示本研究中的英语专业学生外语焦虑程度比其他专业学生都要高；（3）低等程度外语焦虑与英语词汇学习呈正关，并且低度焦虑对英语词汇的短时记忆和长时记忆会起促进作用。作者建议重视英语专业学生的外语焦虑状况，减轻焦虑对学生词汇记忆的负面影响，适度利用焦虑。

关键词：外语焦虑；词汇记忆外语课堂焦虑量表；英语专业学生；
 
The Effects of Language Anxiety on English
Vocabulary Memory among English Major
Students
Abstract
The study was carried out through the combination of the quantitative and qualitative research methods which began with the hypotheses based on the effects of foreign language anxiety on vocabulary memory.The two hypotheses were: (1) Low level of anxiety correlated positively with English vocabulary memory. (2) High level of anxiety correlated negatively with English vocabulary memory; The quantitative research could be divided into two parts: questionnaires and classroom experiments. The 60 subjects were freshmen from Binzhou University majoring in English. Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986) was translated into Chinese and administrated to test the subjects. Classroom experiment aimed to test the memory situations through presenting the subjects with different emotional associations, such as positive association, normal association and low anxiety association. In the qualitative research, the author selected 5 subjects from the high, medium, and low anxiety group respectively, and interviewed them. The author adopted SPSS to carry out descriptive analysis, one-way analysis of
variance, and correlate analysis, and finally drawn conclusions as followed: (1) High level anxiety correlated negatively with English vocabulary memory; (2) The anxiety means revealed that English major students’ anxiety scores were higher than the students of other majors in this study; (3) Low level anxiety correlated positively with English vocabulary memory, it could facilitate both short term and long term memory. The author proposed that more attention should be given to the language anxiety of English major students, reduced the negative effects of anxiety, and made use of the language anxiety properly.

Key words: Foreign language anxiety; Foreign Language Classroom Anxiety Scale; English major students

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