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.
Cheng Lei
. Analysis on the current situations of professional English classroom anxiety, listening anxiety and listening coping strategies in undergraduate nursing students and implications for teaching[J]. Chinese Journal of Medical Education, 2018
, 38(4)
: 543
-546
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.04.015
[1] Horwitz EK, Horwitz MB, Cope J.Foreign language classroomanxiety[J]. Modern Language Journal, 1986, 70(2): 125-132.
[2] 王才康.外语焦虑量表(FLCAS)在大学生中的测试报告[J]. 心理科学,2003,26(2):281-284. DOI: 10.3969/j.issn.1671-6981.2003.02.022.
Wang CK.The adaptation and validation of the foreign language classroom anxiety scale when applied to Chinese college students[J]. Psychol Sci,2003,26(2):281-284. DOI: 10.3969/j.issn.1671-6981.2003.02.022.
[3] 刘泓.贵州大学非英语专业大学生英语听力焦虑研究[D]. 贵阳: 贵州大学, 2006.
[4] 杨建中.中国非英语专业大学生英语听力焦虑实证研究[D]. 南京: 南京航空航天大学, 2013.
Yang JZ.An empirical study on English listening anxiety of non-English-major college students in China[D]. Nanjing: Nanjing University of Aeronautics and Astronautics, 2013.
[5] 佟彦龙, 臧爽.医学生外语课堂焦虑与英语考试成绩的相关研究[J]. 卫生职业教育,2012,30(18):108-109. DOI: 10.3969/j.issn.1671-1246.2012.18.062.
[6] 邓巧玲.中国非英语专业大学生听力元认知意识、听力焦虑和听力水平的相关性研究[J]. 外语教学,2015,36(5):59-64.
[7] 许吟雪.大学新生英语听力焦虑和听力策略研究[J]. 重庆文理学院学报(社会科学版),2016,35(3):125-129.
Xu YX.The analysis of freshmen's English listening anxiety[J]. Journal of Chongqing University of Arts and Sciences,2016,35(3):125-129.
[8] 王越.翻转课堂模式下非英语专业学生英语学习焦虑的调查与研究[J]. 广西师范大学学报(哲学社会科学版),2016,52(4):134-139. DOI: 10.16088/j.issn.1001-6597.2016.04.020.
Wang Y.Research on English learning anxiety of non-English majors under flipped class model[J]. Journal of Guangxi Normal University (Philosophy and Social Sciences Edition),2016,52(4):134-139. DOI: 10.16088/j.issn.1001-6597.2016.04.020.
[9] 朱莉.英语听力焦虑认知与实证性研究[J]. 洛阳师范学院学报,2011,30(1):79-82. DOI: 10.3969/j.issn.1009-4970.2011.01.020.
Zhu L.An empirical study on English listening anxiety cognition[J]. Journal of Luoyang Normal University,2011,30(1):79-82. DOI: 10.3969/j.issn.1009-4970.2011.01.020.
