文献类型：期刊文献

英文题名：A Study of Chinese University Students' English Learning Motivation, Anxiety, Use of English and English Achievement

作者：Liu, Meihua[1];Du, Ning[2]

第一作者：Liu, Meihua

通讯作者：Du, N[1]

机构：[1]Tsinghua Univ, Dept Foreign Languages & Literatures, Beijing 100084, Peoples R China;[2]Beijing Union Univ, Foreign Language Dept, Res Ctr Int Educ & Cultural Commun, Beijing 100101, Peoples R China

第一机构：Tsinghua Univ, Dept Foreign Languages & Literatures, Beijing 100084, Peoples R China

通讯机构：[1]corresponding author), Beijing Union Univ, Foreign Language Dept, Res Ctr Int Educ & Cultural Commun, Beijing 100101, Peoples R China.|[1141789]北京联合大学公共外语部;[11417]北京联合大学;

年份：2024

卷号：16

期号：19

外文期刊名：SUSTAINABILITY

收录：;Scopus(收录号：2-s2.0-85206288088);WOS:【SSCI(收录号:WOS:001332957600001)，SCI-EXPANDED(收录号:WOS:001332957600001)】；

基金：The project was supported by the Social Science Foundation of Beijing, China (Grant No. 23YYB006).

语种：英文

外文关键词：English achievement; English classroom anxiety; English learning motivation; use of English

摘要：Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students' English achievement. A total of 439 randomly sampled students from two Chinese universities in Beijing answered the background information questionnaire, the 8-item English Classroom Anxiety Scale and the 35-item English Learning Motivation Questionnaire. The major findings were as follows: (a) English learning motivation, English classroom anxiety and use of English were significantly correlated with one another, and (b) English classroom anxiety, use of English and English learning motivation generally significantly predicted the students' English achievements. These findings confirm the importance of L2 motivation, foreign language anxiety and contact with the L2 for second language learners. Hence, specific suggestions (e.g., reading and listening to more of a second language, creating a supportive and relaxed L2 classroom environment, etc.) are discussed regarding how to enhance L2 learning motivation, reduce foreign language anxiety and increase contact with the L2 in second language learning, so as to ensure sustainable development in second language learning.