Attentional Bias Characteristics And Intervention Of Secondary Vocational School Students In English Learning Anxiety

MacIntyre pointed out that foreign language learning often creates tension.This problem seems to be more serious for secondary vocational students.Most secondary vocational students have higher levels of English learning anxiety,and their anxiety level is higher than that of college students and high school students.Studies have shown that anxious individuals have the characteristics of attention bias in threatening information.Attention bias refers to the selective attention of people when they receive external information because they have high sensitivity to certain specific stimulation information.The study found that anxious individuals prioritize and threaten related words or pictures for information processing,but non-anxious individuals do not have such attention bias.Therefore,for English learning anxiety individuals,there may also be attention bias.Secondary vocational students have higher levels of English learning anxiety.This study selected Senior One students in a secondary vocational school to screen out high and low anxiety students in English through the Foreign Language Learning Anxiety Scale.Pre-experiment establishes a standard English learning anxiety picture system to meet the needs of follow-up study 1 and study 2 on the attention bias and intervention research of English learning anxiety individuals.In the study,a dot-probe paradigm was used to investigate the attention bias characteristics of the subjects in the high-anxiety group and the low-anxiety group.The second study explores the intervention practice of anxiety-oriented individuals based on the attention-biased modification of dot-probe paradigm.Through the above two studies,the results show that:(1)When the threat stimulus presentation time is 500 ms,both high and low English learning anxiety individuals have attention biases on threat stimuli,but there are differences in attention bias between the two.Individuals with high English learning anxiety have a difficulty in disengaging attention away from threat,while individuals with low test anxiety have attentional avoidance.There is no significant difference between the two in terms of facilitated attention.(2)Attention bias modification can change the attention bias of English learning anxiety individuals,keep individuals away from negative stimuli,and reduce the individual's English learning anxiety level.The modification effect is still maintainedafter one month.