初中学生英语学习情感因素的调查与研究
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摘要
基础教育课程改革的一个重要方面是关注学生情感的发展,把学生情感因素的培养渗透到学科教育和教学之中。2001年教育部颁布的《英语新课程标准》中指出,情感因素是学生学习不可分割的一部分,是教师教学最重要的内容和目标之一。因此,教师要注重把情感因素融入到教学之中以适应素质教育的要求,培养学生的全面发展。
本文主要研究了影响学生学习的四个重要的情感因素:动机、态度、焦虑和个性。动机是指激发个体进行学习活动,维持已引起的学习活动,并使行为朝一定目标行进的一种内在过程或内部心理状态。态度是在一定情景下个体对相关事物以一定方式进行反应的一种心理倾向。学习策略因态度而异,成功的语言学习者的态度总是积极的。焦虑是指人通过神经系统对紧张、忧虑、胆怯、担忧的一种主观心理感受,是学习者在语言学习过程中,由于不能达到预期目标,而使其自尊心与自信心受挫,或使失败感和内疚感增加而产生紧张、不安、忧虑等不愉快的复杂情绪状态。同时,学习者的个性也影响到语言学习,所以教师要鼓励学生自信、活跃、健谈、外向和善于交际的性格,进而培养他们适应不同环境和学习任务的能力。
本文研究的主要目的是通过调查目前中学生英语学习的情感因素,找到情感方面存在的问题,进而促进学生的外语学习,同时增强英语教师教学中的情感意识,提高教师自身素质。为了更好地了解目前中学生英语学习的情感因素,探究情感因素对英语学习的影响,本文作者在山东师范大学第二附属中学抽取了102名七年级学生进行了问卷调查,并收回102份有效问卷。同时在2007年11月至2008年6月底在作者自己所教的两个班级进行了情感教学试验,其中一个班级为实验班,另一个班级为控制班。试验前后的两次考试成绩分别在2007年11月10号和2008年7月2号收集并汇总起来。所有问卷及试验数据通过SPSS统计分析软件进行了分析。
调查结果表明,多数受试学生具有明显的学习动机,他们的内在学习动机主要集中在英语学习及英语国家的文化和风俗方面。外在动机则表现为进一步的学习和深造或今后的就业。态度方面,多数受试学生有着积极的学习态度,他们能够及时完成老师布置的任务,同时能够接受英语这门语言,并意识到英语和母语的差异。然而,调查同时发现,在目前的中学英语课堂教学中,有相当一部分学生存在着学习焦虑问题,主要集中在学生用英语进行表达的交际焦虑及课堂焦虑。个性方面,大多数学生在英语学习上有着适度的自尊和自信,他们具备了学好语言的基本条件。但是自信心不足的学生在课堂上则是采取了抑制的方式来回避或放弃表现自己的机会。针对以上存在的问题,作者进行了为期7个多月的情感教学试验,采取的措施如下:激发学生的学习动机、降低学习焦虑以及帮助学生形成积极的学习态度。试验结果表明,实验班的学生在情感教学下取得了巨大进步,学习成绩明显好于控制班。
因此,激发学生的学习动机、培养学生积极的态度、降低他们的语言焦虑以及引导他们适应不同的学习环境和学习任务对于英语学习来说至关重要。
最后,作者根据该研究的调查结果、分析讨论以及实践验证,为促进中学英语教学提出了情感教育的相关建议。相信该研究能有助于增强英语教师的情感意识和自身素质,促进学生健康、全面的发展。
In recent years, affect becomes one of the main concerns in the curriculum reform of elemeatary education. In English New Curriculum Standards promulgated by the Ministry of Education in 2001, affect is required as an integral part of learning, and as one of the most significant teaching contents and teaching goals. Thus the teachers should integrate affect into language teaching so as to meet the requirement of quality-oriented education and students’all-around development.
This thesis intends to study learners’four major affective factors: motivation, attitude, anxiety and personality. Motivation is a complex set of variables including effort, desire to achieve goals, as well as attitudes towards the learning of the language. It has been widely accepted by teachers and researchers as one of the key factors influencing the final achievement of English language learning. Attitude refers to the mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individual’s response to all objects and situations with which it is related. Different attitudes lead to different learning strategies and successful learners tend to acquire positive attitudes toward the target language. Anxiety is regarded as a subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system. The personality of students also influences learners’language learning. So teachers should encourage students to be confident, active, talkative, outgoing and sociable and try to guide students to adapt themselves to different learning environments and learning tasks.
The aim of this thesis is to investigate the current students’affective factors in middle school English learning so as to promote students’English learning, and meanwhile, improve teachers’affective awareness and qualities. To better understand the current situation of middle school students’affect in English learning as well as the effect of affective factors in English learning, the author selected 102 students in No.2 Middle School Attached to Shandong Normal University in Shandong province to make a questionnaire survey. 102 pieces of feedbacks were handed on and were regarded as effective questionnaires. Meanwhile, a teaching experiment lasting from November, 2007 to late June, 2008 was carried out in one of the author’s two classes, one was the experimental class and the other was the control class. It is found out that students in the experimental class could have better English proficiency than those in the control class under the affective teaching. The scores of the pre-test and post-test were soon collected after the exams on November 10, 2007 and July 2, 2008 respectively. The data was counted and worked out with the help of computer software --- the Statistical Package for Social Science 13.0 (SPSS) for windows. All the collected data of the subjects’motivation, attitude, anxiety and personality as well as their pre-test and post-test scores was input into computer manually. Then SPSS was employed to process the data.
Based on the investigation, the author finds that most of the subjects have obvious learning motivation. In most cases, it is a mixture of intrinsic motivation and extrinsic motivation.With the intrinsic motivation, they are interested in learning the language, the culture, the customs of the English-speaking countries. On the other hand, they also hold the strong extrinsic motivation such as future job or further study to learn the language. Secondly, most of the subjects have a positive attitude.They could do as what their teacher required them to and finish the task or homework timely. They are willing to learn the language and have realized the differences between English and their mother tongue. Thirdly, there exists high anxiety in the current English class and the subjects’anxieties are mainly communication anxiety and classroom anxiety. Fourthly, as to personality, most of the subjects have moderate self-esteem, self-confidence in English learning, which can help them succeed in language learning. While those who are not confident of themselves usually choose the manner of inhibition in English classroom to avoid or even give up the opportunity to express their opinions. A teaching experiment lasting over seven months is carried out to solve the existing problems on affective factors by taking the following measures, motivating students in English learning, alleviating their anxiety and helping them form a positive attitude. The author finds that the affective teaching does help students achieve considerable progress.
According to the survey results, it is evident that how to motivate the students, how to improve their attitude, how to reduce their anxiety and how to guide students to adapt themselves to different learning environments and learning tasks will be essential in English learning.
At last, based on the survey results, analysis and discussion, implicationas and suggestions related to affective teaching in middle schools are put forward with the hope of improving teachers’affective awareness and qualities so as to meet the requirement of qualily-oriented education for the students’all-around development.
本文主要研究了影响学生学习的四个重要的情感因素:动机、态度、焦虑和个性。动机是指激发个体进行学习活动,维持已引起的学习活动,并使行为朝一定目标行进的一种内在过程或内部心理状态。态度是在一定情景下个体对相关事物以一定方式进行反应的一种心理倾向。学习策略因态度而异,成功的语言学习者的态度总是积极的。焦虑是指人通过神经系统对紧张、忧虑、胆怯、担忧的一种主观心理感受,是学习者在语言学习过程中,由于不能达到预期目标,而使其自尊心与自信心受挫,或使失败感和内疚感增加而产生紧张、不安、忧虑等不愉快的复杂情绪状态。同时,学习者的个性也影响到语言学习,所以教师要鼓励学生自信、活跃、健谈、外向和善于交际的性格,进而培养他们适应不同环境和学习任务的能力。
本文研究的主要目的是通过调查目前中学生英语学习的情感因素,找到情感方面存在的问题,进而促进学生的外语学习,同时增强英语教师教学中的情感意识,提高教师自身素质。为了更好地了解目前中学生英语学习的情感因素,探究情感因素对英语学习的影响,本文作者在山东师范大学第二附属中学抽取了102名七年级学生进行了问卷调查,并收回102份有效问卷。同时在2007年11月至2008年6月底在作者自己所教的两个班级进行了情感教学试验,其中一个班级为实验班,另一个班级为控制班。试验前后的两次考试成绩分别在2007年11月10号和2008年7月2号收集并汇总起来。所有问卷及试验数据通过SPSS统计分析软件进行了分析。
调查结果表明,多数受试学生具有明显的学习动机,他们的内在学习动机主要集中在英语学习及英语国家的文化和风俗方面。外在动机则表现为进一步的学习和深造或今后的就业。态度方面,多数受试学生有着积极的学习态度,他们能够及时完成老师布置的任务,同时能够接受英语这门语言,并意识到英语和母语的差异。然而,调查同时发现,在目前的中学英语课堂教学中,有相当一部分学生存在着学习焦虑问题,主要集中在学生用英语进行表达的交际焦虑及课堂焦虑。个性方面,大多数学生在英语学习上有着适度的自尊和自信,他们具备了学好语言的基本条件。但是自信心不足的学生在课堂上则是采取了抑制的方式来回避或放弃表现自己的机会。针对以上存在的问题,作者进行了为期7个多月的情感教学试验,采取的措施如下:激发学生的学习动机、降低学习焦虑以及帮助学生形成积极的学习态度。试验结果表明,实验班的学生在情感教学下取得了巨大进步,学习成绩明显好于控制班。
因此,激发学生的学习动机、培养学生积极的态度、降低他们的语言焦虑以及引导他们适应不同的学习环境和学习任务对于英语学习来说至关重要。
最后,作者根据该研究的调查结果、分析讨论以及实践验证,为促进中学英语教学提出了情感教育的相关建议。相信该研究能有助于增强英语教师的情感意识和自身素质,促进学生健康、全面的发展。
In recent years, affect becomes one of the main concerns in the curriculum reform of elemeatary education. In English New Curriculum Standards promulgated by the Ministry of Education in 2001, affect is required as an integral part of learning, and as one of the most significant teaching contents and teaching goals. Thus the teachers should integrate affect into language teaching so as to meet the requirement of quality-oriented education and students’all-around development.
This thesis intends to study learners’four major affective factors: motivation, attitude, anxiety and personality. Motivation is a complex set of variables including effort, desire to achieve goals, as well as attitudes towards the learning of the language. It has been widely accepted by teachers and researchers as one of the key factors influencing the final achievement of English language learning. Attitude refers to the mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence on the individual’s response to all objects and situations with which it is related. Different attitudes lead to different learning strategies and successful learners tend to acquire positive attitudes toward the target language. Anxiety is regarded as a subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system. The personality of students also influences learners’language learning. So teachers should encourage students to be confident, active, talkative, outgoing and sociable and try to guide students to adapt themselves to different learning environments and learning tasks.
The aim of this thesis is to investigate the current students’affective factors in middle school English learning so as to promote students’English learning, and meanwhile, improve teachers’affective awareness and qualities. To better understand the current situation of middle school students’affect in English learning as well as the effect of affective factors in English learning, the author selected 102 students in No.2 Middle School Attached to Shandong Normal University in Shandong province to make a questionnaire survey. 102 pieces of feedbacks were handed on and were regarded as effective questionnaires. Meanwhile, a teaching experiment lasting from November, 2007 to late June, 2008 was carried out in one of the author’s two classes, one was the experimental class and the other was the control class. It is found out that students in the experimental class could have better English proficiency than those in the control class under the affective teaching. The scores of the pre-test and post-test were soon collected after the exams on November 10, 2007 and July 2, 2008 respectively. The data was counted and worked out with the help of computer software --- the Statistical Package for Social Science 13.0 (SPSS) for windows. All the collected data of the subjects’motivation, attitude, anxiety and personality as well as their pre-test and post-test scores was input into computer manually. Then SPSS was employed to process the data.
Based on the investigation, the author finds that most of the subjects have obvious learning motivation. In most cases, it is a mixture of intrinsic motivation and extrinsic motivation.With the intrinsic motivation, they are interested in learning the language, the culture, the customs of the English-speaking countries. On the other hand, they also hold the strong extrinsic motivation such as future job or further study to learn the language. Secondly, most of the subjects have a positive attitude.They could do as what their teacher required them to and finish the task or homework timely. They are willing to learn the language and have realized the differences between English and their mother tongue. Thirdly, there exists high anxiety in the current English class and the subjects’anxieties are mainly communication anxiety and classroom anxiety. Fourthly, as to personality, most of the subjects have moderate self-esteem, self-confidence in English learning, which can help them succeed in language learning. While those who are not confident of themselves usually choose the manner of inhibition in English classroom to avoid or even give up the opportunity to express their opinions. A teaching experiment lasting over seven months is carried out to solve the existing problems on affective factors by taking the following measures, motivating students in English learning, alleviating their anxiety and helping them form a positive attitude. The author finds that the affective teaching does help students achieve considerable progress.
According to the survey results, it is evident that how to motivate the students, how to improve their attitude, how to reduce their anxiety and how to guide students to adapt themselves to different learning environments and learning tasks will be essential in English learning.
At last, based on the survey results, analysis and discussion, implicationas and suggestions related to affective teaching in middle schools are put forward with the hope of improving teachers’affective awareness and qualities so as to meet the requirement of qualily-oriented education for the students’all-around development.
引文
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清华优秀博硕论文集