情感过滤假说视角下高中生外语口语焦虑研究综述

A Review of Research on Foreign Language Speaking Anxiety among Senior High School Students from the Perspective of the Affective Filter Hypothesis

摘要: 外语口语焦虑是制约高中生外语口语能力提升与综合语言素养发展的重要情感障碍。文章以Krashen的情感过滤假说为理论视角，系统梳理国内外高中生外语口语焦虑相关研究成果。研究发现，国外口语焦虑研究起步早、理论框架成熟，但研究对象多聚焦大学生，对高中生群体的适配性不足；国内研究紧密贴合本土教学实际，部分研究重点关注高中生，但存在焦虑影响因素探讨不全面、教学干预策略宏观且缺乏系统性等问题。基于此，文章明确了开展该领域研究的理论与实践价值，指出未来研究应进一步聚焦高中生群体，深化情感过滤假说的本土化应用，完善适配的测量工具并制定可落地的系统干预策略，为提升高中英语口语教学质量提供参考。

Abstract: Foreign language speaking anxiety is a significant emotional barrier that hinders senior high school students’ improvement of foreign language speaking proficiency and the development of comprehensive language competence. Taking Krashen’s Affective Filter Hypothesis as the theoretical perspective, this paper systematically reviews relevant research findings on foreign language speaking anxiety among senior high school students at home and abroad. It is found that foreign research on speaking anxiety started early with a mature theoretical framework, but most studies focus on college students, resulting in insufficient adaptability to senior high school students. Domestic research is closely aligned with local teaching practices, and some studies focus on senior high school students. However, there are problems such as incomplete discussion on the influencing factors of anxiety and macroscopical, unsystematic teaching intervention strategies. Based on this, this paper clarifies the theoretical and practical value of conducting research in this field, and points out that future research should further focus on senior high school students, deepen the localized application of the Affective Filter Hypothesis, improve adaptive measurement tools, and formulate practical and systematic intervention strategies, so as to provide reference for enhancing the quality of oral English teaching in senior high schools.