ABSTRACT

This study investigates the role of typed synchronous computer-mediated communication (SCMC) on learners’ foreign language anxiety and output quantity. Sixty-one beginner French learners participated in the study. In the first session (group 1: SCMC, group 2: face-to-face [FTF]), participants learned new vocabulary and the present tense forms of two irregular French verbs. Participants then completed a picture description activity targeting the new vocabulary and verbs. In the second experimental session (group 1: FTF, group 2: SCMC), participants completed the same activity, but in the other environment. Participants completed a revised version of the Foreign Language Classroom Anxiety Scale [Horwitz, E., B. Horwitz, and J. Cope. 1986. Foreign language classroom anxiety. The Modern Language Journal 70: 125–132. doi:10.2307/327317] following each activity. Results show that learners were significantly less anxious using SCMC than in the oral classroom. Additionally, learners took significantly more turns and produced significantly more words in the SCMC environment.

摘要

本研究调查了类型化同步计算机介导的交流（SCMC）对学习者的外语焦虑和输出量的作用。六十一名法国初学者参加了这项研究。在第一部分（第1组：SCMC，第2组：面对面[FTF]）中，参与者学习了新的词汇和两个不规则法语动词的当前时态形式。然后，参与者完成了针对新词汇和动词的图片描述活动。在第二个实验环节（第1组：FTF，第2组：SCMC）中，参与者完成了相同的活动，但是在另一个环境中。参与者完成了《外语课堂焦虑量表》的修订版[Horwitz，E.，B. Horwitz和J. Cope。1986年。外语课堂焦虑症。现代语言杂志70：125-132。doi：10.2307 / 327317]。结果表明，使用SCMC的学习者的焦虑程度远低于口头课堂。此外，在SCMC环境中，学习者的转弯次数明显增加，并且产生的单词数量也明显增加。