通过对上海地区 72 名从事学术英语一线教师状态焦虑情况的调查， 本文指出并分析在由通用英语教学向学术英语教学的过渡阶段学术英语教师在教师角色与家庭角色冲突、 职业自我冲突、 付出与回报满足感、 教学准备与课堂教学控制感、 职业发展控制感以及教学效果控制感 6 个因子上状态焦虑的情况与特点。提出了转型期缓解状态焦虑的措施以及大学英语教师专业发展的有效途径。

Based on the survey on the state anxiety of 72 college English teachers responsible for EAP courses in Shanghai， the current study points out the features of their state anxiety in terms of the conflicts between teachers' professional role and their domestic role， professional self conflict， sense of satisfaction anxiety， teaching preparation and class management anxiety， professional development anxiety and teaching achievement anxiety． Finally， strategies aiming to relieve the state anxiety during the transitional period and to promote college English teachers' professional development are presented．