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文章采用问卷调查的方法对120名少数民族预科学生进行了英语学习焦虑的调查研究,结果表明:少数民族预科学生英语学习焦虑程度较高;除了元焦虑,预科学生英语学习还伴有学习方法、学习习惯、考试、交际、学习动机上的焦虑。针对学生焦虑的状况及其产生的原因,在预科教学中应采取分课型分级教学、合理利用“皮格马利翁效应”、“双赢”的教学方法、提供多方位的英语训练及运用平台等应对策略。
This paper investigates the anxiety of English majors by examining 120 pre-college students with ethnic minorities. The results show that: the pre-college students of ethnic minority have a higher degree of anxiety in English learning; Besides the anxiety of elementary students, pre-college students’ English learning is accompanied by learning methods, Learning habits, exams, communication, anxiety on learning motivation. In view of the situation of students’ anxiety and its causes, we should take the teaching of fractional course in preparatory teaching and make rational use of the teaching method of “Pygmalion effect” and “win-win” to provide multi-directional English training and Use the platform and other coping strategies.