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目的考察学习不良青少年英语学习焦虑的特点,为改善其焦虑情绪提供依据。方法采用外语学习焦虑问卷和基本资料调查表,对陕西200名学习不良青少年学生进行调查。结果焦虑总分(t=3.10,P<0.01)及紧张不安(t=3.82,P<0.001)和害怕说英语(t=2.31,P<0.05)因子分的性别差异显著;焦虑总分及各因子分的城乡和独生差异不显著;焦虑总分(F=12.31,P<0.001)及担心(F=7.22,P<0.01)、紧张不安(F=7.04,P<0.01)、害怕说英语(F=12.90,P<0.001)和害怕课堂提问(F=5.28,P<0.01)因子分的学业阶段差异显著;担心因子分的学习年限差异显著(F=3.60,P<0.05)。结论学习不良青少年的英语学习焦虑存在性别、学业阶段的差异。
Objective To investigate the characteristics of learning anxiety in adolescents with learning dysfunction and to provide evidences for improving their anxiety. Methods An anxiety questionnaire for foreign language learning and a questionnaire for basic information were used to investigate 200 undergraduate students with learning disabilities in Shaanxi. Results There was a significant gender difference in anxiety score (t = 3.10, P <0.01) and anxiety (t = 3.82, P <0.001) and fear of speaking English (t = 2.31, There was no significant difference between urban and rural areas and singletons in the factor scores; anxiety score (F = 12.31, P <0.001) and anxiety (F = 7.22, P <0.01) (F = 12.90, P <0.001) and fear of class questions (F = 5.28, P <0.01). There was significant difference in the study period of worry factors (F = 3.60, P <0.05). Conclusion Adolescents with learning dyslexia have different gender and academic stages in English learning anxiety.