焦虑与语言学习精选.pptVIP

焦虑与语言学习 石玉明 张伟 王新华 Perspective on anxiety According to Horwitz et al, anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system. Young points out that creating a low-anxiety learning environment is one of the current challenges in the second language or foreign language classroom. Researchers are keen to investigate language anxiety as it is believed minimizing anxiety may facilitate language learning. Studies show anxiety may affect foreign language learning as it affects learners’ learning attention. (Young,1992; MacIntyre and Gardner,1991) MacIntyre suggests anxiety, behavior and cognition affects one another. Anxiety is complex and multidimensional. Trait，State and Situational Specific Anxiety and Facilitating and Debilitating Anxiety Five main perspectives are delineated in the investigation of anxiety in different areas Including language-learning context :trait，state and situational specific anxiety and facilitating and debilitating anxiety. Trait anxiety Trait anxiety can be defined as an individual’s likelihood of becoming anxious in any situation (Speilberger 1983). A Person with high trait anxiety would be highly likely become apprehensive in a number of different situations. Trait anxiety has been shown to impair cognitive functioning, to disrupt memory, to lead avoidance behaviors，and to have several other effects ( Eysenck，1979) State anxiety State anxiety is a blend of the trait and situational approach. Speilbeger(1983)defines state anxiety as apprehension experiencing in a particular moment of time，for example, prior to taking examinations. Thus, individuals who are prone to experience anxiety (i.e. people with high levels of trait anxiety) are easy to show greater elevations of state anxiety in stressful situations Situation specific anxiety Situation specific approach has been adopted by many researchers to study anxiety as an alternative to s