Onwuegbuzie A J, Bailey P, Daley C E
Department of Educational Leadership, College of Education, Valdosta State University, GA 31698, USA.
Percept Mot Skills. 1999 Jun;88(3 Pt 2):1085-93. doi: 10.2466/pms.1999.88.3c.1085.
Anxiety in foreign language courses has been conceptualized as occurring at each of three stages of input, processing, and output. Specifically, input anxiety refers to the learner's apprehension when receiving information in the foreign language; processing anxiety refers to the apprehension experienced by learners when learning and thinking in the foreign language; and output anxiety refers to the apprehension experienced when speaking or writing in the foreign language. The present purpose was to investigate the relationship between achievement and anxiety at each of these three stages of learning a foreign language. Participants were 224 college students from a variety of disciplinary backgrounds, enrolled in Spanish, French, or German classes. Small but significant negative associations were found between achievement in the foreign language and scores on the Input Scale, the Processing Scale, and the Output Scale. These indicate educators should consider more than just the output stage of learning in foreign language classes.
外语课程中的焦虑被概念化为在输入、处理和输出这三个阶段中的每个阶段都会出现。具体而言，输入焦虑是指学习者在外语接收信息时的担忧；处理焦虑是指学习者在外语学习和思考时所体验到的担忧；输出焦虑是指在外语口语或写作时所体验到的担忧。本研究的目的是调查在学习外语的这三个阶段中成绩与焦虑之间的关系。参与者是224名来自不同学科背景的大学生，他们参加了西班牙语、法语或德语课程。研究发现，外语成绩与输入量表、处理量表和输出量表的得分之间存在小而显著的负相关。这些结果表明，教育工作者在外语课堂教学中应考虑的不仅仅是学习的输出阶段。
