外语教学中合作学习的情感价值
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摘要
随着人文主义心理学的发展,教育中的情感因素越来越受到重视。学习者的情感状态直接影响到他们的学习行为和学习结果。因此,从70年代后期开始,语言教学专家和研究者开始探索如何把情感发展渗透到语言教学中去。在此过程中,先后出现了暗示法、沉默法、社团语言学习等教学法,都特别强调语言学习中的情感问题。
那么如何能够在语言学习中激发学生的积极情感,减少消极情感的影响呢?经过三十多年的探索和研究,人们开始并逐渐重视以小组学习或以任务为主的学习模式。在此背景下,产生了合作语言学习。合作学习的核心是,不同水平的学习者在完成任务的过程中,进行交流、沟通和合作。学习者通过共同努力,最后形成口头、书面或其他形式的产品。
很多研究表明,合作学习模式在语言学习中的应用带来了很多积极的影响,如增强了学生与不同层次的人互动和交往的社会技巧,增强了个人的责任感,促进了学习者的共同努力和相互合作等,尤为重要的是在学习者情感方面有突出的表现,它能减少学习焦虑,增强学习者的自信心和自尊心,激发更高的学习动机等。但是也有一部分研究者认为,合作语言学习只对“好学生”有利,或者相反,只对“差学生”有利,学习效果不明显等。
本文将以本校英语专业本科三个班97名新生为合作语言学习的试验对象,通过在基础英语课程中的实践,以观察、个体访问、问卷调查等方式了解学生在使用合作语言学习法之后在学习情感上发生的变化及其对教学效果的影响。通过这次实验,我发现合作学习在外语教学中的合理应用确实能促进学生积极学习情感的产生,同时对学生社交能力的培养也有好处。虽然在实验中也发现了一些问题,但是总的来说,合作学习是值得在外语教学中推广的一种教学方法。
With the development of humanistic psychology, affective factors in language learning is gaining importance. The affective state would have great impact on learning activities and learning results. Therefore, language teaching experts and researchers began to investigate on how to implement affective development into language learning and teaching since 1970s. During this period, teaching methods like Suggestopedia, Silent Way, Community Language Learning emerged. They all aimed at taking into account the affective factors.
Then how to motivate positive affects while eliminate the influence of negative ones? For the last thirty years, people began and gradually pay much attention to the study model based on groups and tasks. In this situation, cooperative learning emerged. The point of CL is that learners of different levels communicate, interact, and cooperate with each other to produce one product in oral, written or any other form.
Many research results suggest that the application of cooperative learning in language study would lead to positive changes in affects. For example, it enhances individual responsibility, promotes learners’joint efforts and cooperation, foster the development of social skills needed to interact and communicate equitably with diverse groups of people. Besides all these, the most prominent influence lies in the aspect of affective factors in language learning. It would reduce anxiety, promote self-confidence and self-esteem, increase motivation and so on. But on the meantime, some people hold different opinions, they think cooperative learning is beneficial only for‘good students,’or conversely, that it only helps‘poor students’, furthermore, some people conclude that cooperative leaning cannot obviously improve learning results.
This paper will take an experiment on 97 freshmen of English majors of my college. By ways of observation, interview, questionnaire and on so, the writer want to analyze the effects of affective factors in language learning after conducting cooperative learning in the class and after-class teaching and learning. By doing this experiment, I found that CL used in foreign language learning and teaching can activate some positive affects in language learning. It also helps to develop capacity of social interaction. Though some problems emerged during the process of the experiment, I still think CL is a new teaching method worth the promotion in foreign language learning and teaching.
那么如何能够在语言学习中激发学生的积极情感,减少消极情感的影响呢?经过三十多年的探索和研究,人们开始并逐渐重视以小组学习或以任务为主的学习模式。在此背景下,产生了合作语言学习。合作学习的核心是,不同水平的学习者在完成任务的过程中,进行交流、沟通和合作。学习者通过共同努力,最后形成口头、书面或其他形式的产品。
很多研究表明,合作学习模式在语言学习中的应用带来了很多积极的影响,如增强了学生与不同层次的人互动和交往的社会技巧,增强了个人的责任感,促进了学习者的共同努力和相互合作等,尤为重要的是在学习者情感方面有突出的表现,它能减少学习焦虑,增强学习者的自信心和自尊心,激发更高的学习动机等。但是也有一部分研究者认为,合作语言学习只对“好学生”有利,或者相反,只对“差学生”有利,学习效果不明显等。
本文将以本校英语专业本科三个班97名新生为合作语言学习的试验对象,通过在基础英语课程中的实践,以观察、个体访问、问卷调查等方式了解学生在使用合作语言学习法之后在学习情感上发生的变化及其对教学效果的影响。通过这次实验,我发现合作学习在外语教学中的合理应用确实能促进学生积极学习情感的产生,同时对学生社交能力的培养也有好处。虽然在实验中也发现了一些问题,但是总的来说,合作学习是值得在外语教学中推广的一种教学方法。
With the development of humanistic psychology, affective factors in language learning is gaining importance. The affective state would have great impact on learning activities and learning results. Therefore, language teaching experts and researchers began to investigate on how to implement affective development into language learning and teaching since 1970s. During this period, teaching methods like Suggestopedia, Silent Way, Community Language Learning emerged. They all aimed at taking into account the affective factors.
Then how to motivate positive affects while eliminate the influence of negative ones? For the last thirty years, people began and gradually pay much attention to the study model based on groups and tasks. In this situation, cooperative learning emerged. The point of CL is that learners of different levels communicate, interact, and cooperate with each other to produce one product in oral, written or any other form.
Many research results suggest that the application of cooperative learning in language study would lead to positive changes in affects. For example, it enhances individual responsibility, promotes learners’joint efforts and cooperation, foster the development of social skills needed to interact and communicate equitably with diverse groups of people. Besides all these, the most prominent influence lies in the aspect of affective factors in language learning. It would reduce anxiety, promote self-confidence and self-esteem, increase motivation and so on. But on the meantime, some people hold different opinions, they think cooperative learning is beneficial only for‘good students,’or conversely, that it only helps‘poor students’, furthermore, some people conclude that cooperative leaning cannot obviously improve learning results.
This paper will take an experiment on 97 freshmen of English majors of my college. By ways of observation, interview, questionnaire and on so, the writer want to analyze the effects of affective factors in language learning after conducting cooperative learning in the class and after-class teaching and learning. By doing this experiment, I found that CL used in foreign language learning and teaching can activate some positive affects in language learning. It also helps to develop capacity of social interaction. Though some problems emerged during the process of the experiment, I still think CL is a new teaching method worth the promotion in foreign language learning and teaching.
引文
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郝玫、郝若平, 2001,英语成绩与成就动机、状态焦虑的相关研究,《外语教学与研究》第2期。
王初明,2001,影响外语学习的两大因素与外语教学,《外语界》第6期。
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Apelt, W. & H. Koernig. 1997. Affectivity in the teaching of foreign languages. European Education 29 (2), 29-46
Bailey, K. M. 1983. Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger and M. H. Long (eds.) Classroom-oriented research in Second Language Acquisition. Rowley, MA: Newbury House.
Baker, S. C. & MacIntyre, P. D. 2000. The role of gender and immersion in communication and second language orientations. Language Learning, 50, 311-341.
Berry, J. W. 1998. Official multiculturalism. In Edwards, J. (ed.), Language in Canada. Cambridge: Cambridge University Press, 84-101.
Branden, N. 1987. How to Raise your Self-Esteem. New York: Bantam Books.
Brown, H. D. 1987. Principles of Language Learning and Teaching. New Jersey: Printice-Hall, Inc.
Burnaby, B. & Y. L. Sun. 1989. Chinese teachers’views of western language teaching: context informs paradigms. TESOL Quarterly. Vol. 23, NO. 2, 219-238.
Canfield, J. & H. C. Wells. 1994. 100 Ways to Enhance Self-Concept in the Classroom. Boston: Allyn and Bacon.
Chastain, K. 1975. Affective and ability factors in second language learning. Language Learning, 25, 153-161.
Connel, J. P. & B. Ilardi. 1987. Self-system concomitants of discrepancies between children’s and teaches’evaluations of academic competence. Child Development 58(5), 1297-1387.
Coopersmith, S. 1967. The Antecedents of Self-Esteem. San Francisco: W. H. freeman Company.
Damon, W. & D. Hart. 1982. The development of self-understanding from infancy throughadolescence. Child Development 53, 841-884.
DeBolt, V. 1994. Write! Cooperative Learning in the Writing Process. San Juan Capistrano, CA: Kagan Cooperative Learning
De Porter, B. & M. Hernacki. 1995. Quantum Learning. London: Piatkus.
Deci, E. L & Ryan, R. M. 1985. Intrinsic motivation and self-determination inhuman behavior. New York: Plenum.
Deci, E. L & Ryan, R. M.(eds.) 2002. Handbook of self-determination. Rochester, NY: University of Rochester Press.
Desrochers, A. & R. C. Gardner. 1981. Second Language Acquisition: An Investigation of A Bicultural Excursion Experience. Quebec: International Center for Research on Bilingualism.
Dornyei. Z. 1998. Motivation in second language learning. Language Teaching 31, 117-135.
Dornyei, Z. 2001. Teaching and researching motivation. Harlow, England: Longman.
Dornyei, Z. 2002. The motivational basis of language learning tasks. In P. Robinson (ed.), Individual Differences in Second Language Acquisition (pp. 137-158). Amsterdam: John Benjamins.
Ehrman. M. 1996. Understanding Second Language Learning Difficulties: Looking Beneath the Surface. Thousand Oaks, CA:Sage.
Ehrman M. & R. Oxford. 1995. Cognition plus: Correlates of adult language proficiency. Modern Language Journal, 79, 67-89.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Fehr, B. & J. A. Russell. 1984. Concept of emotion viewed from a prototype perspective. Journal of Experimental Psychology: General 113, 464-486.
Fishbein, M. & I. Ajzen. 1975. Belief, Attitude, Interaction, and behavior: An introduction to Theory and Research. Reading, MA: Addison Wesley.
Flanders, N. A. 1970. Analyzing Teacher Behavior. Reading, MA: Addison Wesley.
Foss, K. A. & a. C. Reitzel. 1988. A relation model for managing second language learning anxiety. TESOL Quarterly 22, 437-454.
Ganschow, L., R. L. Sparks, R. Anderson, J. Javorsky, S. Skinner and J. Patton. 1994.Differences in language performance among high-, average-, and low-anxious college foreign language learners. Modern Language Journal, 78, 41-55.
Gardner, R. C., R. N. Lalonde, R. Moorcroft & F. Evers. 1987. Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
Gardner, R. C. & Lambert, W. E. 1972. Attitudes and Motivation in Second Language learning. Roley, MA: Newbury House.
Gardner, R. C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Arnold.
Gardner, R. C. 2001. Integrative Motivation and Second Language Acquisition. In Z. Dornyei & R. Schmidt(eds.), Motivation and Second Language Learning (pp. 1-20). Honolulu, HI: University of Hawaii Press.
Goodlad, J. 1984. A Place Called School. New York: McGraw Hill.
Halliday, M. A. K. 1978. Explorations in the Function of Language. London: Edward Arnold.
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