Foreign language anxiety and learning style
Foreign language anxiety and learning style
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DOI：
10.1111/j.1944-9720.1999.tb02376.x
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发表时间：
1999-03-01
影响因子：
2.7
通讯作者：
Onwuegbuzie, AJ
中科院分区：
文献类型：
--
作者：
Bailey, P;Daley, CE;Onwuegbuzie, AJ
研究表明，学生如何看待自己作为语言学习者会影响他们在外语课程中的焦虑水平和他们的成就。然而，迄今为止，学习风格和外语焦虑之间的潜在联系尚未得到实证检验。因此，本研究的146名大学生试图确定一个组合的学习模式，可能与外语焦虑。多元回归分析显示，在20个学习模式变量中，只有责任感和同伴取向与外语焦虑相关。具体来说，学生谁是不负责的尝试任务和谁不喜欢在合作小组学习往往有较高的外语焦虑水平。这些学习风格变量只解释了6%的方差，但在外语焦虑研究的背景下，这一最小的发现具有重要意义。本文讨论了这些发现，提出了未来研究可能存在的问题，并提出了理解外语焦虑和提高外语学习的建议。
Research suggests that how students perceive themselves as language learners can affect both their level of anxiety in foreign language courses and their achievement. However to date, the potential link between learning style and foreign language anxiety has not been empirically tested. Thus, this study of 146 university students attempted to identify a combination of learning modalities that might be correlated with foreign language anxiety. A setwise multiple regression analysis revealed that, of twenty learning modality variables, only responsibility and peer-orientation appeared to be related to foreign language anxiety. Specifically, students who are not responsible in attempting assignments and who preferred not to learn in cooperative groups tended to have higher levels of foreign language anxiety. These learning style variables explained only six percent of the variance, however in the context of foreign language anxiety research, this minimal finding has important implications. This paper discusses these findings, suggests possible questions for future research, and makes recommendations for understanding foreign language anxiety and increasing foreign language learning.