CAJ | 학술논문

该文以英语专业大学生为调查对象，分析积极和消极两种情感因素的特征状况，研究其对学习成绩的影响。发现积极情感因素中的祖国意识、师生关系、自尊心、英语语言文化内涵、学习兴趣；消极情感因素中害怕任务太难的焦虑、害怕犯错被批评的焦虑以及担心表达能力、担心犯错而不敢参加语言活动的抑制心理对学生成绩有显著影响；在积极情感与消极情感的共同作用下，对英语语言文化内涵的了解、害怕犯错误被批评和因问题太难而紧张的焦虑对成绩的影响力下降。
해문이영어전업대학생위조사대상，분석적겁화소겁량충정감인소적특정상황，연구기대학습성적적영향。발현적겁정감인소중적조국의식、사생관계、자존심、영어어언문화내함、학습흥취；소겁정감인소중해파임무태난적초필、해파범착피비평적초필이급담심표체능력、담심범착이불감삼가어언활동적억제심리대학생성적유현저영향；재적겁정감여소겁정감적공동작용하，대영어어언문화내함적료해、해파범착오피비평화인문제태난이긴장적초필대성적적영향력하강。
The distribution features of positive and negative affective factors and their influences on English learning achievement are researched in this paper. It reveals that such positive affective factors as motherland awareness, relationship between teachers and students , self - esteem , cultural connotation , learning interest have influences on the students ＇ English learning achievement while among negative affective factors, the anxiety about difficulties, the fear of making mistakes and being criticized and inhibition of expressing ability have remarkable effects on it. With the mutual action of beth positive and negative factors, the influences of cultural connotation, anxiety about difficulties and anxiety about being criticized on students＇ English learning achievement decrease.