摘要
普遍认为语言学习者在学习第二语言时会遇到困难。在教育学心理学探讨的诸多作用语言学习的情感因素中，焦虑对语言学习的作用不容小视。刚踏入大学的新生，面临着与高中完全不同的学习环境，会经历一段适应期。本探讨采用问卷和访谈的措施对大学新生英语学习焦虑的变化情况做了实证探讨，英语论文范文，英语毕业论文，发现焦虑普遍存在。缺乏自信、对英语学习的错误认识、难适应老师的教学方式、苦恼没有良好的语言学习环境以及提高语言能力的需求与进步缓慢的冲突都是焦虑的来源。
但经历一学期的适应期后，随着英语学习者逐渐适应了教师的教学方式，重新调整了对语言学习的认识以及自信的增强，语言学习焦虑水平有整体降低的趋势。为了帮助大学新生更好地适应大学英语学习，教师应该清楚了解学生的焦虑情况，给其提供及时充分的指导，创设轻松生动的课堂学习环境，学校也该努力为英语学习者创设一个良好的语言学习氛围。
关键词：英语学习焦虑，大学新生，变化
Abstract
It has been generally acknowledged that many an individual faces difficulties in learning a second language. Anxiety, as perceived intuitively by many language learners, negatively influences language learning and has been found to be one of the most frequently examined variables in psychology and education.
The transition for freshmen from high school learning environment to tertiary study learning environment can be hard. The purpose of the present study was to investigate about the changes of English learning anxiety among freshmen at University and to analyze the underlying causes. The researchers carried out the study by administering a modified version of Foreign Language Classroom Anxiety Scale (FLCAS) to 100 University freshmen, and by conducting semi-structured interviews with 9 volunteer students.
The findings from the questionnaires and semi-structured interviews showed that 45.7% of the students experience language anxiety. Language anxiety can originate from their low self-esteem, wrong beliefs about English learning, teachers’ unsatisfactory instructions, lack of good language learning environment and the contradiction between their expectations and the real English progress. Comparing the anxiety level between the two semesters, there is a downward trend of English learning anxiety. Possible reasons are learners’ adaptation to classroom management and teaching methods and learners’ reconstruction of beliefs about English study in the adaptive period, which help to alleviate anxiety. The pedagogical implications of these findings recommended that teachers need to be sensitive to students’ needs and a low-anxiety and supportive English learning environment need to be created to facilitate smooth transition.
Key words: English learning anxiety, college freshmen, changes
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