二语习得视角下大学生外语学习情绪调查：学习愉悦与学习焦虑

Foreign Language Learning Emotions among College Students from a Second-Language-Acquisition Perspective: Enjoyment and Anxiety

摘要: 本研究采用问卷调查法，对280名中国高校外语专业大学生(大一至大四)的外语学习情绪开展实证研究，重点考察了外语学习愉悦和外语学习焦虑两个核心维度。研究使用“中文版外语学习愉悦量表(CFLES)”与“简版外语课堂焦虑量表(S-FLCAS)”开展数据采集。研究发现：(1) 外语学习者的学习愉悦包含“个人学习愉悦”“学习环境愉悦”和“教师支持愉悦”三个维度；(2) 学习者整体愉悦度处于中等偏上水平，其中教师支持维度得分最高，学习环境维度得分最低，外语学习焦虑整体处于中高水平；(3) “个人学习愉悦”与外语学习焦虑在不同年级间存在显著动态变化，前者(愉悦)呈“升–升–降”趋势，后者(焦虑)呈“降–降–升”趋势；(4) 外语学习情绪不存在显著的性别差异。基于以上研究结果，本研究从教师情感支持、班级环境营建以及分年级精准干预等角度提出相应教学建议。

Abstract: This study adopts a questionnaire-survey method to conduct empirical research on foreign language learning emotions of 280 Chinese college students majoring in foreign languages (from freshmen to seniors), focusing on two core dimensions: foreign language enjoyment and foreign language anxiety. Data were collected using the Chinese Version of the Foreign Language Enjoyment Scale (CFLES) and the Short-Form Foreign Language Classroom Anxiety Scale (S-FLCAS). The findings are as follows: (1) Foreign language learners’ learning enjoyment comprises three dimensions: personal learning enjoyment, learning-environment enjoyment, and teacher-support enjoyment. (2) Learners’ overall enjoyment is at an upper-middle level, with the highest score in the teacher-support dimension and the lowest in the learning-environment dimension; meanwhile, foreign language anxiety remains at a medium-to-high level on the whole. (3) Personal learning enjoyment and foreign language anxiety show significant dynamic variations across grades. Enjoyment presents an “increase-increase-decrease” trend, while the anxiety shows a “decrease-decrease-increase” trend. (4) No significant gender difference exists in foreign language learning emotions. Based on the above results, this study puts forward corresponding pedagogical suggestions from the perspectives of teachers’ emotional support, classroom environment construction, and grade-specific targeted intervention.