第二外语学习焦虑与学习成绩的关系研究——以阿拉伯语为例
The Relationship between Second Foreign Language Learning Anxiety and Academic Achievement—A Case Study of Arabic
DOI: 10.12677/ae.2025.153436, PDF,    科研立项经费支持
作者: 高思奇, 狄 璇*：安徽外国语学院东方语言学院，安徽 合肥
关键词: 第二外语；学习焦虑；阿拉伯语；学习成绩；Second Foreign Language； Learning Anxiety； Arabic Language； Academic Achievement
摘要: 本研究致力于探究第二外语(阿拉伯语)学习焦虑与学习成绩的关系。项目采取定量型研究方法，并使用问卷调查的方式对53位阿拉伯语大学生参与者进行调查，以研究阿拉伯语焦虑和学习成绩的相关性研究。研究结果表明，阿拉伯语大学生的语言学习焦虑处于中等水平，且阿拉伯语语言学习焦虑与学习成绩没有显著的相关性。该研究结果对于阿拉伯语学习者与相关院校的培养有参考作用。
Abstract: The present study endeavors to investigate the intricate relationship between learning anxiety and academic performance among students engaged in the study of Arabic as a second foreign language. Utilizing a quantitative approach, this research administered a comprehensive questionnaire survey to 53 university-level Arabic major students, aiming to elucidate the correlation between Arabic learning anxiety and academic performance. The findings reveal that the level of language learning anxiety among college students majoring in Arabic is moderate, and no significant correlation was detected between Arabic learning anxiety and academic performance. These results hold potential implications for the teaching and training of Arabic learners, as well as for relevant educational institutions.
文章引用：高思奇, 狄璇. 第二外语学习焦虑与学习成绩的关系研究——以阿拉伯语为例[J]. 教育进展, 2025, 15(3): 540-546. https://doi.org/10.12677/ae.2025.153436

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