二语习得焦虑、自我控制与二语习得的相关研究

A study on relationships between SLA anxiety, self-control and SLA proficiency

本文以129名非英语专业大一学生为调查对象，用定量的方法调查了大一学生的二语习得焦虑、自我控制及其相关因素对二语习得的影响。鉴于大一学生刚刚从高中升入大学，本研究也将高考成绩纳入研究模型。相关分析显示，大一学生的二语习得水平与二语习得焦虑存在显著负相关，与自我控制存在显著正相关。单因素方差分析显示在自我控制和二语习得焦虑方面，二语水平高分组与低分组之间的差异非常显著，高分组与中等组之间、中等组与低分组之间无统计意义上的显著差异。回归分析显示，高考成绩、二语习得焦虑和自我控制显著预测大一学生的二语成绩。

The study attempted to explore the relationships between SLA anxiety， self-control and SLA proficiency of 129 college freshmen. Correlative analysis showed that significant positive correlation existed between the self-control and SLA proficiency of the participants and significant negative correlation was found between the SLA anxiety and SLA proficiency of the participants. In SLA anxiety and self-control， one-way ANOVA showed that there were significant differences between groups of high- and low-level SLA proficiency， but there were no significant differences between groups of high- and mid-level or mid- and lowlevel SLA proficiency. Regression analysis exhibited that college entrance exam scores， SLA anxiety and selfcontrol were strongly predictive of the participants' SLA proficiency.