为了揭示情感因素如焦虑、动机和自信心对大学英语学习成绩，特别是听说成绩的关系，笔者在前人研究的基础上设计了情感因素量表，对30名一年级非英语专业本科生在课堂英语学习过程中表现的情感进行了问卷调查，并用皮尔逊相关分析法，分别研究了外语课堂情感与学生英语总成绩、听力成绩和口语成绩的关系。统计结果表明大学生的焦虑情绪、学习动机不强、自信心差分别与他们的英语总成绩、听力理解成绩和口语成绩呈显著负相关。即外语课堂焦虑程度越高，动力越弱，自信心越差其英语总成绩、听力理解成绩和口语成绩越低，反之亦然。由此提出了将情感因素融入大学英语教学的一些可行性建议，希望能够引起国内外语界同行对语言教学中情感因素的重视，从而更加有效地提高大学英语教学质量。%In order to reveal the co-relation between affective factors and college students' English learning achievements, especially those of their listening and speaking, the research designs an affeetive factors' questionnaire based on previous studies. First, the article investigats 30 students' affective behaviors during classroom English learning. Then, Pearson correlation analysis is conducted to examine the relationship between foreign language learning anxiety, level of motivation, level of confi- dence and their English grades, especially, their listening and speaking grades respectively. It is found that the levels of the College-English students' negative affective factors are significantly negatively correlated with their grades and achievements, which indicates that the higher the students' anxiety level of foreign language learning are, the lack of motivation and confidence, the lower their grades are likely to be and vice-versa. As a result, some suggestions about how to improve students' affective factors in English teaching have been given with the hope to draw more college English teachers' attention in promoting positive affective factors in their classes so as to improve teaching qualities and students' English proficiency.
展开▼
