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高中生英语学习焦虑、语言学习策略与英语成绩的关系研究.docx

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高中生英语学习焦虑、语言学习策略与英语成绩的关系研究 Introduction Inrecentyears,highschoolstudents'anxietyaboutlearningEnglishhasbecomeanincreasinglyprominentissue.ManyhighschoolstudentsarestrugglingtolearnEnglishandareexperiencingahighlevelofanxietyabouttheirlanguageabilities.Thisresearchaimstoinvestigatetherelationshipbetweenhighschoolstudents’Englishlearninganxiety,languagelearningstrategies,andEnglishscores. LiteratureReview Highschoolstudents’EnglishlearninganxietyreferstothenegativefeelingsandworriesthatstudentshaveaboutlearningEnglish,includingfearornervousnessaboutspeaking,reading,writing,orcomprehendingthelanguage.Bothcognitiveandaffectivefactorsplayimportantrolesinthedevelopmentoflanguageanxiety.Thecognitivefactorisoftenrelatedtoalackofconfidenceinone'slanguageabilities,andtheaffectivefactorislinkedtotheemotionalresponsestochallenginglanguagelearningtasks. Ontheotherhand,languagelearningstrategiesrefertothebehaviorsoractionstakenbylearnerstoimprovetheirlanguageskillsandreachtheirlearninggoals.AccordingtoOxford'staxonomyoflanguagelearningstrategies,therearesixcategoriesofstrategies:memory,cognitive,compensation,metacognitive,affective,andsocial. Previousstudieshaveshownthateffectiveuseoflanguagelearningstrategiescansignificantlyimprovestudents’languagelearningperformanceandreducetheiranxiety.However,highlevelsofanxietymayimpairtheapplicationoflanguagelearningstrategies,whichmayleadtopoorlanguagelearningoutcomes. Methodology Participantsinthisstudywere100highschoolstudentsfromtwodifferentschoolsinthesamecity.Theparticipantscompletedaself-reportquestionnairethatincludedthreesections:Englishlearninganxiety,languagelearningstrategies,andEnglishscores.Thequestionnairewascompletedduringclasstimeandtookaround20minutestocomplete. Results TheresultsindicatedthattherewasasignificantnegativecorrelationbetweenEnglishlearninganxietyandEnglishscores.StudentswithhigheranxietylevelstendedtoperformmorepoorlyonEnglishtests.Additionally,therewasasignificantpositivecorrelationbetweenlanguagelearningstr