大学英语学习焦虑调查及对策研究
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摘要
英语学习焦虑是阻碍英语习得的重要情感因素之一。通过网络多媒体教学模式和传统课堂模式下大学生英语学习焦虑的实证对比研究,作者发现网络多媒体教学模式能够帮助学习者降低英语学习焦虑从而有效提高英语学习成绩,英语学习焦虑与英语成绩负相关。在日常教学中教师应营造轻松愉悦的语言学习环境,设计互助探究的小组活动,尽量给予学生积极的评价,增强学生学习自我效能感,帮助学生缓解学习焦虑,从而实现最佳教学效果。
Foreign language anxiety is an important part of affective factors in language acquisition. This empirical study attempting to investigate the effect of web-based multi-media teaching model on students ' English learning anxiety and English achievement, and the correlation between English learning anxiety and English achievement through comparative analysis of traditional and web-based multi-media teaching and learning. The author found that the application of web-based blended teaching model can ease students ' English learning anxiety and thus improve their English learning achievement. The students ' English classroom anxiety and their English learning achievement are in significant negative correlation. To ease students ' English learning anxiety in the web-based environment, teachers can create a harmonious and relaxed atmosphere through designing various activities, try to provide positive feedback in order to enhance students ' learning confidence, and help to improve students ' autonomous learning ability to strengthen their sense of self-learning efficacy. By taking these teaching strategies, students ' English learning anxiety can be alleviated and better teaching effect would be realized.
Foreign language anxiety is an important part of affective factors in language acquisition. This empirical study attempting to investigate the effect of web-based multi-media teaching model on students ' English learning anxiety and English achievement, and the correlation between English learning anxiety and English achievement through comparative analysis of traditional and web-based multi-media teaching and learning. The author found that the application of web-based blended teaching model can ease students ' English learning anxiety and thus improve their English learning achievement. The students ' English classroom anxiety and their English learning achievement are in significant negative correlation. To ease students ' English learning anxiety in the web-based environment, teachers can create a harmonious and relaxed atmosphere through designing various activities, try to provide positive feedback in order to enhance students ' learning confidence, and help to improve students ' autonomous learning ability to strengthen their sense of self-learning efficacy. By taking these teaching strategies, students ' English learning anxiety can be alleviated and better teaching effect would be realized.
引文
[1]陈坚林.大学英语网络化教学的理论内涵及其应用分析[J].外语电化教学, 2004(6):46-50.
[2]付洪军,郑桂玲.语言焦虑对大学英语课堂教学影响研究[J].教育研究, 2011(3):83-85.
[3]Horwitz,E.K.,Horwitz,M.B.&Cope,J.A.Foreign Language Classroom Anxiety[J]. Modern Language Journal, 1986, 70(2):125-132.
[4]王金龙.网络环境下英语考试焦虑调查研究[J].西南科技大学学报(哲学社会科学版), 2006(4):79-83.
[5]张日昇,袁敏莉.大学生外语焦虑、自我效能感与外语成绩关系的研究[J].心理发展与教育, 2004(3):56—60.
[2]付洪军,郑桂玲.语言焦虑对大学英语课堂教学影响研究[J].教育研究, 2011(3):83-85.
[3]Horwitz,E.K.,Horwitz,M.B.&Cope,J.A.Foreign Language Classroom Anxiety[J]. Modern Language Journal, 1986, 70(2):125-132.
[4]王金龙.网络环境下英语考试焦虑调查研究[J].西南科技大学学报(哲学社会科学版), 2006(4):79-83.
[5]张日昇,袁敏莉.大学生外语焦虑、自我效能感与外语成绩关系的研究[J].心理发展与教育, 2004(3):56—60.