英语专业学生语言学习焦虑和学习中所感知的社会支持相关性研究-豆柴文库

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英语专业学生语言学习焦虑和学习中所感知的社会支持相关性研究
Introduction
Anxietyandsocialsupportaretwocrucialfactorsthatcansignificantlyimpactanindividual'slanguagelearningexperience.InthecaseofstudentspursuingEnglishasasecondlanguage,theanxietytheyexperiencecanaffecttheirperformance,motivation,andoveralllearningoutcomes.Ontheotherhand,socialsupportcanprovideasenseofbelonging,encouragement,andguidancetonavigatethechallengesoflanguagelearning.
ThepurposeofthisstudyistoexplorethecorrelationbetweenanxietyandperceivedsocialsupportamongEnglishmajorswhoarelearningEnglishasasecondlanguage.Thestudyseekstoanswerthefollowingresearchquestion:HowdoesperceivedsocialsupportaffectthelanguagelearninganxietyofEnglishmajorstudents?
LiteratureReview
Anxietyisacommonconcernformanylanguagelearners,anditcanmanifestinvariousformssuchasspeakinganxiety,testanxiety,andperformanceanxiety.Studieshaveshownthatanxietycanimpactthelanguagelearningprocessinmanyways,includingreducingmotivation,attention,andaccuracyinlanguagetasks(EllisandBarkhuizen,2005).Therefore,itisessentialtounderstandthevariousfactorscontributingtolanguagelearninganxietytoaddresstheissueadequately.
Oneoftheinfluentialfactorsaffectinglanguagelearninganxietyissocialsupport.Socialsupportreferstotheemotional,informational,andinstrumentalassistancethatindividualsreceivefromtheirsocialnetworks(CohenandWills,1985).Socialsupportcanhelpindividualsmanagestress,copewithdifficulties,andbuildresiliencebyprovidingasenseofbelongingandconnection.Recentstudieshaveshownthatsocialsupportisessentialforsecondlanguagelearnersasitcanreduceanxietyandincreasemotivation(HuandKuo,2018).
Methodology
Thestudywilluseaquantitativeresearchdesign,andparticipantswillbeselectedthroughstratifiedrandomsampling.TheparticipantswillbeEnglishmajorsfromthreedifferentChineseuniversitieswhohavebeenstudyingEnglishasasecondlanguageforatleastoneyear.Thesamplesizewillbe150,andeachuniversitywillhave50participants.Thestudywillusealanguageanxietyquestionnairetomeasurelanguagelearninganxietyandtheperceivedso