少数民族聚居区高中生外语焦虑、自我效能感和成绩的关系

A Study of the Relationship between Foreign Language Anxiety, Self-efficacy, and Achievements among High School Students in Ethnic Minority Areas

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归属院系：

外语学院

作者：

陆珊

导师：

胡敏

导师单位：

外语学院

学位：

硕士

语种：

英文

关键词：

Foreign Language Anxiety, Self-efficacy, Ethnic Minority Areas, High School Students

摘要：

促进英语教育的可持续发展对少数民族聚居区经济和文化发展意义重大。外语焦虑和自我效能感是第二语言习得研究中的热门话题。许多学者证实了外语焦虑和自我效能感都对英语成绩有显著影响。然而，有关少数民族聚居区高中生外语焦虑、自我效能感和成绩之间关系的研究还不足。基于 Horwitz 等人提出的外语焦虑理论和班杜拉提出的自我效能感理论，本研究采用定量研究方法探讨少数民族聚居区高中生的外语焦虑、自我效能感和成绩之间的关系。本研究旨在回答以下三个问题：（1）外语焦虑和自我效能感现状如何？（2）外语焦虑和自我效能感是否存在性别和民族差异？（3）外语焦虑、自我效能感和成绩之间关系如何？本研究共回收有效问卷 108 份，并对收集的数据描述性统计分析、独立样本 T 检验、皮尔逊相关性分析、线性回归分析以及中介效应分析。基于以上研究问题，本研究得出了如下结论：第一，少数民族聚居区高中生的外语焦虑和自我效能感处于中等水平。在外语焦虑和自我效能感的各个维度中，考试焦虑和实现英语学习目标的信心的均值最高。第二，少数民族聚居区高中生的外语焦虑和自我效能感不存在性别和民族差异。第三，外语焦虑和自我效能感都能预测成绩。具体来说，在外语焦虑的四个维度中，负评价畏惧和考试焦虑都能负向预测成绩。在自我效能感的四个维度中，完成英语学习任务能力感、实现英语学习目标的信心和面对英语学习挫折的能力感都能正向预测成绩。此外，自我效能感在外语焦虑和成绩之间起到部分中介作用。基于以上研究结果，笔者建议少数民族聚居区高中英语教师更加应关注教学过程中学生的情绪状态，引导学生积极调节情绪，并增强学生的英语学习信心。

参考文献：

Aida, Y. (1994). Examination of Horwitz, and Copes construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78 (2), 155-168． Anam, S., & Elke, S. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1–10. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Engle wood Cliffs, NJ: Prentice–Hall. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Chen, M. C., & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Perceptual and Motor Skills, 109(2), 420–430. Dewaele, J. M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxity and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 11-22. Dulay, H., & Burt, M. (1977). Remarks on creativity in language acquisition. In M. Burt, H. Dulay, & M. Finocchiaro (Eds.), Viewpoints on English as a Second Language (pp. 95-126). New York: Regents. Ellis, R. (2013). The study of second language acquisition. Oxford: Oxford University Press. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. 62 Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28, 1-35. Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19- 39. Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman Liao, H. C., & Wang, Y. H. (2018). Using comprehension strategies for students’ self- efficacy, anxiety, and proficiency in reading English as a foreign language. Social Behavior and Personality: An International Journal, 46 (3), 447–458. Liu, M., & Thondhlana, J. (2015). A study of Chinese university EFL learners’ foreign language listening anxiety, listening strategy use and listening performance. Indonesian Journal of English Language Teaching, 10 (1), 30-51. Liu, Z. H. (2018). Minority students’ characteristics of foreign language learning anxiety. Advances in Social Science, Education and Humanities Research, (289), 361-365. MacIntyre, P. & Gardner, R. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. Nur, M. A., & Baa, S. (2022). Students’ speaking anxiety during online learning: Causal factors and strategies to overcome them (a narrative inquiry study at Islamic senior secondary school [MAN] Insan Cendekia Gowa). Journal on English Language Teaching and Learning, Linguistics and Literature. 10 (1), 371- 386. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publishers. Papi, M. (2010). The L2 motivational self-system, L2anxiety, and motivated behavior: A structural equation modeling approach. System, 38 (3), 467-479. Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41 (2), 462-471. Roshandel, J., Ghonsooly, B., & Ghanizadeh, A. (2018). L2 motivational self-system and self-efficacy: A quantitative survey-based study. International Journal of 63 Instruction, 11 (1), 329- 344. Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53 (2), 338-352. Shirzad, S., Barjesteh, H., Mahmood, D. & Mahboubeh, Z. (2022). Epistemic beliefs and learners’ self-efficacy as predictors of language learning strategies: Toward testing a model. Frontiers in Psychology, 5(3), 47-65. Spielberger, C. (1972). Anxiety: Current trends in theory and research. New York: Academic Press. Teng, M. F., & Yang, Z. (2022). Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: longitudinal mediation modeling approach. Innovation in Language Learning and Teaching, 17 (1), 778-794. Ueki, M., & Takeuchi, O. (2012). Validating the L2 motivational self system in a Japanese EFL context: The interplay of L2 motivation, L2anxiety, self-efficacy. And the perceived amount of information. Language Education & Technology, (1), 1-22. Wang, Y., Shen, B., & Yu, X. (2021). A latent profile analysis of EFL learners’ self- efficacy: Associations with academic emotions and language proficiency. System, 103 (10), 26-33. Wu. X, Yang. H, Liu. J, & Liu, Z. (2022). English use anxiety, motivation, self-efficacy, and their predictive effects on Chinese top university students’ English achievements. Frontiers in Psychology, 13, 1-17 Ya, P. (2020). Anxiety in oral communication of English learners from ethnic minority areas. Revista Argentina de Clínica Psicológica, 29 (1), 1058-1063. Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13(02), 1-17. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862. 蔡文伯, 杨丽雪. (2019). 少数民族大学生学业自我效能感、学习策略与学业成就 64 的关系研究. 民族教育研究, (01), 83-90. 陈思本. (2008). 理工科学生对外语课堂焦虑的感知——对一所理工类大学低水 平外语学习者的调查.西安外国语学院学报, 16(1), 67-69 陈钧. (2019). 民族山区中学生英语课堂“师源性”焦虑研究. 中国教育学刊, (S1),78-80. 陈英. (2019). 二语动机自我系统、自我效能感、语言焦虑和课堂口语参与动机行 为的关系研究. 外语学刊, (01), 63-70 崔雨, 孟亚茹. (2023). 积极心理学视角下自我效能感、外语愉悦与英语水平的关 系研究. 外语研究, (01), 75-80. 董连棋. (2021).中国英语学习者外语焦虑与学业成绩的关系:基于元分析的论证. 外语界, (01), 54-61. 董连棋. (2022). 控制—价值评价对外语课堂焦虑和愉悦的预测作用. 外语界, (03), 79-88. 董行, 张文忠. (2023). EFL 学习者自我效能感、课堂焦虑及主体投入关系研究— 基于路径模型. 中国外语, (02), 60-69. 杜丽娉. (2013). 非英语专业少数民族大学生英语学习焦虑的实证分析. 黑龙江 高教研究, (2), 141-144 龚江平, 高学. (2009). 少数民族大学生英语学习焦虑研究——以西藏大学生为 个案. 贵州民族研究, 29(04), 166-171. 顾瑾，荆洁兰. (2019). 促进少数民族英语教育发展的策略. 贵州民族研究, 40(8), 180-184 胡越竹. (2016). 外语焦虑与交际意愿个体差异实证研究. 外语电化教学, (6), 9- 14+21 霍炜，芮燕萍. (2020). 二语动机自我系统在自我效能感与英语水平之间的中介效 应. 西安外国语大学学报, (02), 54-58. 金光华，董好叶. (2007). 大学生自我效能感、考试焦虑与学习成绩的相关研究. 教育与职业, (24), 103-105 李斑斑, 徐锦芬. (2014). 成就目标定向对英语自主学习能力的影响及自我效能 感的中介作用.中国外语, 11(03), 59-68. 65 李航, 刘儒德, 刘源. (2013). 大学生外语写作自我效能感在写作焦虑对写作成绩 影响中的中介效应. 心理发展与教育, (04), 385-390. 李珩. (2016). 大学生英语自主学习能力与自我效能感的实证研究. 现代外语, (02), 235-245+292-293. 李慧, 林雅. (2013). 贵州少数民族大学生英语口语课堂焦虑调查分析. 贵州民族 研究, 34(1), 197-200 李子华, 晏静露, 张兴利, 刘正奎. (2016). 9-15 岁儿童自我概念发展及其与英语 学习效能感的关系. 中国特殊教育, (06), 91-96. 凌茜，秦润山, 郭俊利. (2016). 西北少数民族学生基于微信平台学习英语的自我 效能感研究. 外语电化教学, (5), 34-38. 石虹. (2021). 基于混合式教学的学术英语学习自主性及促进对策研究. 语言与 翻译, (01), 67-72. 施渝, 徐锦芬. (2013). 国内外外语焦虑研究四十年—基于 29 种 SSCI 期刊与 12 种 CSSCI 期刊 40 年(1972-2011)论文的统计与分析. 外语与外语教学, (01), 60-65 唐芳, 徐锦芬. (2011). 大学英语写作自我效能感调查与研究. 外语界, (06), 22-29. 邰圆圆,王虹, 谢静. (2012). 朝汉高中生课外学习英语时间对英语自我效能感的 影响. 中国健康心理学杂志, 20(1), 82-83. 陶继芬, 贺照敏. (2021). 外语焦虑与语言学习困难因果指向论证.外语学刊, (02), 78-83. 吐尔逊·卡得, 姚春林. (2010). 少数民族预科生英语课堂焦虑实证研究. 新余高 专学报, (06), 93-96. 托娅, 杨京鹏, 何杨. (2008). 新疆少数民族预科生英语学习自我效能感研究. 北 京邮电大学学报：社会科学版, (05), 67-71. 王琦. (2004). 甘南藏族学生英语课堂焦虑调查及启示. 青海师范大学学报, (06), 127-130. 王天剑. (2010). 焦虑和效能感与口语和写作技能关系的 SEM 研究. 外语与外语 教学, (01), 27-30. 王银泉, 万玉书. (2001). 外语学习焦虑及其对外语学习的影响——国外相关研 66 究概述. 外语教学与研究, 33(2), 122-126. 王玉芬, 高霞. (2016). 生态教学视野下少数民族地区地方本科院校大学英语情 感教学现状调查与研究. 民族教育研究, 27(4), 59-66. 吴兰兰，刘宇, 潘运. (2015). 贵州少数民族初中生心理韧性与自我效能感的关系 研究. 贵州师范大学学报(自然科学版), 6, 42-46 徐锦芬, 寇金南. (2015). 大学生英语学习焦虑自我调节策略研究. 外语学刊, (02), 102-107. 余卫华, 邵凯祺, 项易珍. (2015). 情商、外语学习焦虑与英语学习成绩的关系. 现 代外语, 38(5), 656-666. 原一川, 谢霄, 原源. (2022). 三语背景下阿昌族初中学生自我效能感、外语学习 焦虑、元认知策略与英语成绩的关系. 外国语文论丛. (02), 325-337. 赵红霞. (2014). 蒙授生英语学习自我效能感现状研究.内蒙古师范大学学报(教育 科学版), 4, 115-117 张野, 张焕. (2008). 初中生英语自我效能感与知觉到的教师期望、英语成绩的关 系. 心理科学, (01), 230-233+221. 张淑芬. (2006). 大学新生英语学习自我效能感的调查分析. [硕士论文, 湖北大 学]. 湖北大学 张日昇, 袁莉敏. (2004). 大学生外语焦虑、自我效能感与外语成绩关系的研究. 心理发展与教育, (03), 56-61. 郑新民, 姚洋. (2019). 英语本科生学位论文写作:导师指导下的自我效能感演进 与发展—以彝、布依、藏少数民族学生为例. 外语与外语教学, (06), 57- 68+146-147. 钟兰凤, 钟家宝. (2015). 研究生学术英语焦虑现状及影响因素研究. 外语研究, (06), 56-61+112. 中华人民共和国教育部主编. （2020). 《普通高中英语课程标准（2017 年版 2020 年修订）》. 北京：人民教育出版社.

学科：

外国语言学及应用语言学

提交日期：

2024-06-17

引用参考：

陆珊. 少数民族聚居区高中生外语焦虑、自我效能感和成绩的关系[D]. 西南政法大学,2024.

全文附件授权许可：

知识共享许可协议-署名

  • dc.title
  • 少数民族聚居区高中生外语焦虑、自我效能感和成绩的关系
  • dc.title
  • A Study of the Relationship between Foreign Language Anxiety, Self-efficacy, and Achievements among High School Students in Ethnic Minority Areas
  • dc.contributor.schoolno
  • 20210502112012
  • dc.contributor.author
  • 陆珊
  • dc.contributor.affiliation
  • 外语学院
  • dc.contributor.degree
  • 硕士
  • dc.contributor.childdegree
  • 文学硕士学位
  • dc.contributor.degreeConferringInstitution
  • 西南政法大学
  • dc.identifier.year
  • 2024
  • dc.contributor.direction
  • 英语教学理论与实践
  • dc.contributor.advisor
  • 胡敏
  • dc.contributor.advisorAffiliation
  • 外语学院
  • dc.language.iso
  • 英文
  • dc.subject
  • Foreign Language Anxiety,Self-efficacy,Ethnic Minority Areas,High School Students
  • dc.subject
  • foreign language anxiety, self-efficacy, high school students in ethnic minority areas, English achievements
  • dc.description.abstract
  • 促进英语教育的可持续发展对少数民族聚居区经济和文化发展意义重大。外语焦虑和自我效能感是第二语言习得研究中的热门话题。许多学者证实了外语焦虑和自我效能感都对英语成绩有显著影响。然而，有关少数民族聚居区高中生外语焦虑、自我效能感和成绩之间关系的研究还不足。基于 Horwitz 等人提出的外语焦虑理论和班杜拉提出的自我效能感理论，本研究采用定量研究方法探讨少数民族聚居区高中生的外语焦虑、自我效能感和成绩之间的关系。本研究旨在回答以下三个问题：（1）外语焦虑和自我效能感现状如何？（2）外语焦虑和自我效能感是否存在性别和民族差异？（3）外语焦虑、自我效能感和成绩之间关系如何？本研究共回收有效问卷 108 份，并对收集的数据描述性统计分析、独立样本 T 检验、皮尔逊相关性分析、线性回归分析以及中介效应分析。基于以上研究问题，本研究得出了如下结论：第一，少数民族聚居区高中生的外语焦虑和自我效能感处于中等水平。在外语焦虑和自我效能感的各个维度中，考试焦虑和实现英语学习目标的信心的均值最高。第二，少数民族聚居区高中生的外语焦虑和自我效能感不存在性别和民族差异。第三，外语焦虑和自我效能感都能预测成绩。具体来说，在外语焦虑的四个维度中，负评价畏惧和考试焦虑都能负向预测成绩。在自我效能感的四个维度中，完成英语学习任务能力感、实现英语学习目标的信心和面对英语学习挫折的能力感都能正向预测成绩。此外，自我效能感在外语焦虑和成绩之间起到部分中介作用。基于以上研究结果，笔者建议少数民族聚居区高中英语教师更加应关注教学过程中学生的情绪状态，引导学生积极调节情绪，并增强学生的英语学习信心。
  • dc.description.abstract
  • Promoting the sustainable development of English education positively impacts the economic and cultural development of ethnic minority areas. Foreign language anxiety (FLA) and self-efficacy are hot topics in second language acquisition. Many scholars have confirmed that both FLA and self-efficacy have a significant effect on English achievements. However,studies on the relationship between FLA, self-efficacy, and achievements among high school students in minority areas are insufficient. Based on Horwitz et al.’s theory of FLA and Bandura’s theory of self-efficacy, this study uses quantitative research methods to explore the relationship between FLA, self-efficacy, and achievements among high school students in minority areas. The following three questions are addressed: (1) What is the status quo of FLA and self-efficacy? (2) Are there gender and ethnic differences in FLA and self-efficacy? (3) What is the relationship between FLA, self-efficacy, and achievements? A total of 108 valid questionnaires were collected. Descriptive statistical analysis, independent sample T-test, Pearson correlation analysis, linear regression analysis, and mediation effect analysis were conducted to analyze the collected data. Corresponding to the research questions, this study has obtained the following findings. First, high school students in ethnic minority areas had average levels of FLA and self-efficacy.Among the dimensions of FLA and self-efficacy, test anxiety and confidence in achieving goals in English language learning had the highest mean values. Second, there were no gender and ethnic differences in FLA and self-efficacy. Third, both FLA and self-efficacy could predict achievements. In specific, among the four dimensions of FLA, fear of negative evaluation and test anxiety negatively predicted achievements. Among the four dimensions of self-efficacy, sense of ability to complete tasks, confidence in achieving goals, and sense of competence in facing frustration in English language learning positively predicted achievements. In addition, self-efficacy played a partially mediating role between FLA and achievements. Based on the findings, the author proposes that teachers in ethnic minority areas should pay more attention to students’ emotional state, guide students to regulate their emotions positively, and build students’ confidence in English learning.
  • dc.date.issued
  • 2024-06-17
  • dc.date.oralDefense
  • 2024-05-17
  • dc.relation.citedreferences
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