目的 了解护理学专业学生英语课堂焦虑和听力焦虑状态,分析听力策略使用情况,探究课堂焦虑和听力焦虑与听力策略的相关性,并提出相应教学启示。方法 采用外语课堂焦虑量表、听力焦虑量表和听力策略应用问卷,对某医学院校2014级护理学专业双语班学生进行调查。结果 护理学专业学生英语课堂焦虑(110.55±16.89)分,听力焦虑(116.89±24.54)分,听力策略(67.96±14.88分)。护理学专业学生英语课堂焦虑与听力焦虑呈正相关;专业英语听力焦虑与听力策略应用呈负相关。结论 护理学专业学生存在中等程度英语课堂焦虑和听力焦虑,两者既有区别,又有联系。听力策略使用较少,主要采用认知策略。采取积极有效的听力策略,改革护理学专业英语听力教学方法,缓解听力焦虑,进而改善课堂焦虑情况,有助于提高护理学生专业英语课堂学习效率,掌握护理学专业英语语言。
Objective To investigate nursing professional English classroom anxiety and listening anxiety, anlysis of the use of listening strategies, explore the correlation between classroom anxiety, listening anxiety and listening strategies, and put forward the corresponding teaching enlightenment.Methods The bilingual nursing students of 2014 grade in a medical college were surveyed using the questionnaire of foreign language classroom anxiety scale, listening anxiety scale and listening strategy.Results The scores of English classroom anxiety, listening anxiety and listening strategies of nursing undergraduates were (110.55±16.89), (116.89±24.54) and (67.96±14.88) respectively. There was a significant positive correlation between classroom anxiety and listening anxiety, and a significant negative correlation between listening anxiety and listening strategy in professional English.Conclusions There are middle school English classroom anxiety and listening anxiety in nursing undergraduates, between which were differences and connections. Listening strategies are used less, mainly cognitive strategies. Some English listening teaching method and listening strategies are put forward to alleviate listening anxiety and improve classroom anxiety, help to improve nursing students' professional English classroom efficiency.
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