中职英语教学中渗透情感因素的研究
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摘要
最近几年,我们国家特别重视职业教育,职业教育迅速地得到发展。但是职业教育的规模和发展仍然不能满足经济和技术的需求,因此,职业教育的主管部门要求职业学校应该培养更多高质量的学生。我校是以文科为主的职业学校,所以英语教学显得尤为重要。
二语研究者很早就注意到外语学习和情感因素有密切的关系。如果学习者有高度的焦虑,他们学习语言的效率就会很低;但如果他们建立了积极的情感,就会提高语言学习的能力,这一情感因素理论被中国大多数研究者和教师迅速接受。然而在许多职业学校,老师在教学的过程中要么围着考试转,要么为了就业为教学目的,往往忽略了学生的情感,或者说根本没时间来关心学生在班级中的情感。因此学生的认知能力得到了发展,然而教学的氛围却变得乏味,直接导致了学习的苦闷,师生关系的僵化。为了解决这个问题,笔者认为教师在传授知识的同时,应该培养和发展学生的积极情感,在英语教学中注意渗透情感因素,通过试验取得了较好的效果。例如,能激发学生学习英语的兴趣和积极性,提升文化素质的发展,培养良好的学习态度,创建和谐的师生关系等。
在2008年三月,笔者对所在的学校的学生进行了一次调查,发现在英语教学中确实存在情感问题,于是在英语教学中紧密结合情感因素进行了试验。通过统计分析发现,建立积极的情感,对学习基础一般和较差的学生的英语学习的影响较大,学习效率能够得到提高。笔者采取许多情感教学策略来克服学生的情感障碍,培养积极的情感,吸引教师关注英语教学中的情感因素,探索全面提高学生素质的方式,探索英语教学和情感教育相结合的新模式。
In recent years our country has paid much attention to vocational education, so it has developed quickly. But the scale and development of vocational education still cannot meet the needs of the development of economy and technology. Therefore, vocational education authority has required that the vocational schools should cultivate much more students with higher quality.
Second language researchers have long been aware that second language learning is often associated with affective factors. If the learners have high anxiety, they will have low learning efficiency in language study but if they construct positive affects, they will improve their language performance. The theories of affective factors in language learning have been accepted quickly by most researches and teachers in China. But now in most vocational schools teachers are exam-oriented or job-oriented in daily teaching. They ignore the feelings of students or they have no time to care about the emotions of the students in class. So cognitive ability is developed while the atmosphere of teaching becomes dull, which leads to pains in learning. The relationship between teacher and students is getting difficult to deal with. In order to solve the problems, the author believes that imparting knowledge should be combined with active development of affective education. Attention to affective factors in English teaching gains good results, including arousing students' interests and initiative, promoting intellectual development, fostering good attitudes of learning, and improving relationship between teacher and students.
In March 2008, the author conducted an investigation among her students of a vocational school to find out the existing problems of affective education in English teaching. Then an experiment of combining affective factors with English teaching was carried out. Analyzed statistics show with positive affects constructed, the average students and the poor students make much progress in their English study. Their learning efficiency has also improved. The author puts forward some measures to remove students' affective barriers and cultivate positive affects and appeals for teachers' attention toward affective factors in students' English learning, seeking ways to promote all-round development of the students as to realize a new model of English teaching combined with emotions.
二语研究者很早就注意到外语学习和情感因素有密切的关系。如果学习者有高度的焦虑,他们学习语言的效率就会很低;但如果他们建立了积极的情感,就会提高语言学习的能力,这一情感因素理论被中国大多数研究者和教师迅速接受。然而在许多职业学校,老师在教学的过程中要么围着考试转,要么为了就业为教学目的,往往忽略了学生的情感,或者说根本没时间来关心学生在班级中的情感。因此学生的认知能力得到了发展,然而教学的氛围却变得乏味,直接导致了学习的苦闷,师生关系的僵化。为了解决这个问题,笔者认为教师在传授知识的同时,应该培养和发展学生的积极情感,在英语教学中注意渗透情感因素,通过试验取得了较好的效果。例如,能激发学生学习英语的兴趣和积极性,提升文化素质的发展,培养良好的学习态度,创建和谐的师生关系等。
在2008年三月,笔者对所在的学校的学生进行了一次调查,发现在英语教学中确实存在情感问题,于是在英语教学中紧密结合情感因素进行了试验。通过统计分析发现,建立积极的情感,对学习基础一般和较差的学生的英语学习的影响较大,学习效率能够得到提高。笔者采取许多情感教学策略来克服学生的情感障碍,培养积极的情感,吸引教师关注英语教学中的情感因素,探索全面提高学生素质的方式,探索英语教学和情感教育相结合的新模式。
In recent years our country has paid much attention to vocational education, so it has developed quickly. But the scale and development of vocational education still cannot meet the needs of the development of economy and technology. Therefore, vocational education authority has required that the vocational schools should cultivate much more students with higher quality.
Second language researchers have long been aware that second language learning is often associated with affective factors. If the learners have high anxiety, they will have low learning efficiency in language study but if they construct positive affects, they will improve their language performance. The theories of affective factors in language learning have been accepted quickly by most researches and teachers in China. But now in most vocational schools teachers are exam-oriented or job-oriented in daily teaching. They ignore the feelings of students or they have no time to care about the emotions of the students in class. So cognitive ability is developed while the atmosphere of teaching becomes dull, which leads to pains in learning. The relationship between teacher and students is getting difficult to deal with. In order to solve the problems, the author believes that imparting knowledge should be combined with active development of affective education. Attention to affective factors in English teaching gains good results, including arousing students' interests and initiative, promoting intellectual development, fostering good attitudes of learning, and improving relationship between teacher and students.
In March 2008, the author conducted an investigation among her students of a vocational school to find out the existing problems of affective education in English teaching. Then an experiment of combining affective factors with English teaching was carried out. Analyzed statistics show with positive affects constructed, the average students and the poor students make much progress in their English study. Their learning efficiency has also improved. The author puts forward some measures to remove students' affective barriers and cultivate positive affects and appeals for teachers' attention toward affective factors in students' English learning, seeking ways to promote all-round development of the students as to realize a new model of English teaching combined with emotions.
引文
1.Arnold,J.Affect in Language Learning[M].北京:北京外语教学和研究出版社,1999.
2.Brown,D.Principles of Language Learning and Teaching[M].北京:北京外语教学和研究出版社,1999.
3.Davies,P.Success in English Teaching[M].Shanghai:Shanghai Foreign Language Education Press,2002.
4.Ellis,R.Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education press,2000.
5.GARDNER R Lambert W.Attitudes and Motivation in Second-Language learning [M].Rowley,Mass:Newbury House,1990.
6.Krashen,S.Principles and Practice in Second Language Acquisition[M].London:Oxford University Press,1982
7.Krashen,S.Second Language Acquisition and Second Language Learning[M].Oxford:pergamon,1981.
8.Nunan,D.Research Methods in Language Learning[M].Shanghai:Shanghai Foreign Language Education press,2002.
9.Rebecca,Oxford.Language Learning Motivation:Expanding the Theoretical Framework[M].The Modern Language Journal,1994(1)
10.Stern.H.H.Fundamental Concepts of Language Teaching[M].Shanghai:Shanghai Foreign Language Education press,2000.
11.敖敦.谈教学和情感教育的基本涵义[J].呼伦贝尔学院学报,2002(6):121.
12.B.A.苏霍姆林斯基,杜殿坤编译.给老师的建议[M].北京:教育科学出版社,1984.
13.布卢姆.教育目标分类学情感分册[M].上海:华东师范大学出版社,1987.
14.陈玉华.谈教学中老师情感的投入与学生情感的培养[J].甘肃高师学报,2002(7):104.
15.成晓光.后方法时代的外语教学研究[J].天津外国语学院学报,2006(7):78
16.戴曼纯.情感因素及其界定[J].外语教学及研究,2000(11):471-472
17.高凤江.普通高中英语课程标准理念下的外语教学策略[J].国外外语教学2005(4):73.
18.宫云龙翻译,李其龙校.范例教学与学习----联邦德国克拉夫基教授在华东师大的讲演之三[J].外语教育资料,1987(2):49.
19.国家教育委员会职业技术教育司.中国职业技术教育概论[M].北京:北京师范大学出版社,1994.
20.郝玉梅.试论情感教育之功能[J].内蒙古师范大学学报,2003(5):64.
21.黄冬伶.英语情感教学实践[J].广东教育,2007(9):63.
22.教育部.英语课程标准(实验稿)[M].北京:北京师范大学出版社,2003.
23.廖容.注重情感教育 促进英语教学[J].中国科技教育,2005(2):96.
24.李娟华,刘彦文,都丽萍.现代教育学教程[M].北京:中国计量出版社,2008.
25.列宁.列宁全集[M].北京:人民教育出版社,1985.
26.刘晓宁.情感教学策略在英语自主学习中的运用[J].榆林学院学报,2009(1):105.
27.卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
28.卢家楣.情感教学心理学原理的实践应用[M].上海:上海教育出版社,2002.
29.陆红.外语中的情感因素研究[J].江苏外语教学研究2004(11):65
30.皮连生.教育心理学[M].上海:上海教育出版社,2004.
31.R.M.加涅.学习的条件和教学论[M].上海:华东师范大学出版社,1999.
32.秦锡根.浅谈激励性评价在小学英语教学中的运用[J].上海教育科研,2008(11):45.
33.束定芳,庄智象.现代外语教学理论、实践与方法[M].上海:上海外语教育出版社,1996:24.
34.陶行知.陶行知全集[M].成都:四川教育出版社,2005.
35.尹景书.情感因素对外语教学的影响[J].黄河水利职业技术学院学报,1999(6):120.
36.闫传海,张梅娟.情感因素在外语教学中的介入[J].外语界,2002(5):68
37.叶圣陶.叶圣陶教育名篇[M].北京:教育科学出版社,2007.
38.张大均.教育心理学[M].北京:人民教育出版社,1999.
39.郑文越选编,张佩珍,冯天向译.乌申斯基教育文选[M].北京:人民教育出版社,2007.
40.邹长虹.学习动机是外语学习成功的关键[J].广西师范大学学报,2002(12):35
2.Brown,D.Principles of Language Learning and Teaching[M].北京:北京外语教学和研究出版社,1999.
3.Davies,P.Success in English Teaching[M].Shanghai:Shanghai Foreign Language Education Press,2002.
4.Ellis,R.Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education press,2000.
5.GARDNER R Lambert W.Attitudes and Motivation in Second-Language learning [M].Rowley,Mass:Newbury House,1990.
6.Krashen,S.Principles and Practice in Second Language Acquisition[M].London:Oxford University Press,1982
7.Krashen,S.Second Language Acquisition and Second Language Learning[M].Oxford:pergamon,1981.
8.Nunan,D.Research Methods in Language Learning[M].Shanghai:Shanghai Foreign Language Education press,2002.
9.Rebecca,Oxford.Language Learning Motivation:Expanding the Theoretical Framework[M].The Modern Language Journal,1994(1)
10.Stern.H.H.Fundamental Concepts of Language Teaching[M].Shanghai:Shanghai Foreign Language Education press,2000.
11.敖敦.谈教学和情感教育的基本涵义[J].呼伦贝尔学院学报,2002(6):121.
12.B.A.苏霍姆林斯基,杜殿坤编译.给老师的建议[M].北京:教育科学出版社,1984.
13.布卢姆.教育目标分类学情感分册[M].上海:华东师范大学出版社,1987.
14.陈玉华.谈教学中老师情感的投入与学生情感的培养[J].甘肃高师学报,2002(7):104.
15.成晓光.后方法时代的外语教学研究[J].天津外国语学院学报,2006(7):78
16.戴曼纯.情感因素及其界定[J].外语教学及研究,2000(11):471-472
17.高凤江.普通高中英语课程标准理念下的外语教学策略[J].国外外语教学2005(4):73.
18.宫云龙翻译,李其龙校.范例教学与学习----联邦德国克拉夫基教授在华东师大的讲演之三[J].外语教育资料,1987(2):49.
19.国家教育委员会职业技术教育司.中国职业技术教育概论[M].北京:北京师范大学出版社,1994.
20.郝玉梅.试论情感教育之功能[J].内蒙古师范大学学报,2003(5):64.
21.黄冬伶.英语情感教学实践[J].广东教育,2007(9):63.
22.教育部.英语课程标准(实验稿)[M].北京:北京师范大学出版社,2003.
23.廖容.注重情感教育 促进英语教学[J].中国科技教育,2005(2):96.
24.李娟华,刘彦文,都丽萍.现代教育学教程[M].北京:中国计量出版社,2008.
25.列宁.列宁全集[M].北京:人民教育出版社,1985.
26.刘晓宁.情感教学策略在英语自主学习中的运用[J].榆林学院学报,2009(1):105.
27.卢家楣.情感教学心理学[M].上海:上海教育出版社,2000.
28.卢家楣.情感教学心理学原理的实践应用[M].上海:上海教育出版社,2002.
29.陆红.外语中的情感因素研究[J].江苏外语教学研究2004(11):65
30.皮连生.教育心理学[M].上海:上海教育出版社,2004.
31.R.M.加涅.学习的条件和教学论[M].上海:华东师范大学出版社,1999.
32.秦锡根.浅谈激励性评价在小学英语教学中的运用[J].上海教育科研,2008(11):45.
33.束定芳,庄智象.现代外语教学理论、实践与方法[M].上海:上海外语教育出版社,1996:24.
34.陶行知.陶行知全集[M].成都:四川教育出版社,2005.
35.尹景书.情感因素对外语教学的影响[J].黄河水利职业技术学院学报,1999(6):120.
36.闫传海,张梅娟.情感因素在外语教学中的介入[J].外语界,2002(5):68
37.叶圣陶.叶圣陶教育名篇[M].北京:教育科学出版社,2007.
38.张大均.教育心理学[M].北京:人民教育出版社,1999.
39.郑文越选编,张佩珍,冯天向译.乌申斯基教育文选[M].北京:人民教育出版社,2007.
40.邹长虹.学习动机是外语学习成功的关键[J].广西师范大学学报,2002(12):35