"合作学习"教学模式理念与综合英语课堂情感焦虑的实验探索

本文是一项有关综合英语课堂上情感焦虑和合作学习的实证行研究.近年来,合作学习和外语学习焦虑在国内外受到广泛关注.但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查.针对这一问题,笔者采用前后测现场教学实验的方法对外语水平相同的两组(实验组采用合作学习方法而控制组采用传统的教学方法)--英语专业大二本科生进行了一项实验,调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高.     

合作学习与综合英语课堂差生焦虑的实验研究

本文是一项有关综合英语课堂上情感焦虑和合作学习的研究。近年来,合作学习和外语学习焦虑在国内外受到广泛关注。但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查。针对这一问题,笔者采用前后测现场教学实验的方法对英语专业大二的差生进行了实验,旨在求证合作学习能否减轻差生外语学习焦虑并提高其英语语言水平。     

合作学习及外语学习焦虑

采用前后测现场教学实验的方法,对外语水平相同的英语专业大二本科生分两组进行焦虑水平测试,试验组采用合作学习方法进行教学,控制组采用传统教学方法进行教学。调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高。     

预科英语教学中的外语学习焦虑与合作学习——昭通师专的个案研究

以民族预科生为研究对象,调查分析了他们的外语学习焦虑水平,并在实验班的英语课堂教学中引入合作学习法.研究结果表明,合作学习有效减轻了实验班学生的外语学习焦虑,提高了他们的英语成绩.     

高职生外语学习焦虑研究

大量实证研究证明,语言焦虑和外语学习存在负相关的关系。外语学习焦虑是外语学习中的主要情感障碍。笔者通过分析焦虑和外语学习焦虑的概念类型以及导致高职生外语学习焦虑的原因,探讨了克服和减轻高职生外语学习焦虑的可行性策略。     

高年级英语专业学生英语阅读焦虑现状调查

外语焦虑是影响外语学习的重要情感变量之一。近几年来研究者越来越关注外语学习过程中所存在的特定语言技能焦虑,如外语阅读焦虑。采用定量和定性相结合的方法,利用外语阅读焦虑量表对泉州师范学院276位高年级英语专业学生的英语阅读焦虑现状进行研究。结果显示:高年级的英语专业学生普遍存在较高程度的英语阅读焦虑,与其英语学习水平呈显著的负相关;调查发现,文化因素不是高级阶段外语学习者英语阅读焦虑的主要来源,其两大焦虑因子是缺乏自信和语篇能力的不足;另外,焦虑源会随学生的英语水平的不同而有所区别。     

中职生英语学习焦虑现状及其相关影响因素的分析

笔者以中职学校学生为研究对象,使用外语学习焦虑问卷(FLCAS)对146名中职学生英语课堂焦虑情况进行了调查,结果显示:中职学生存在较高水平的英语学习焦虑,其焦虑程度甚至高于大学生和高中生群体.笔者就此对如何减轻和克服英语学习焦虑进行了探讨.     

中职生英语学习焦虑现状及其相关影响因素的分析

笔者以中职学校学生为研究对象,使用外语学习焦虑问卷(FLCAS)对146名中职学生英语课堂焦虑情况进行了调查,结果显示:中职学生存在较高水平的英语学习焦虑,其焦虑程度甚至高于大学生和高中生群体。笔者就此对如何减轻和克服英语学习焦虑进行了探讨。     

合作学习在英语教学中对外语焦虑学习的影响

本文尝试通过有效的教学策略和方法帮助学生克服外语学习焦虑。通过研究,发现在课堂教学中运用合作学习的方式能降低学生的学习焦虑,提高对知识体系的理解,调动学习英语的积极性。根据合作学习在英语教学中对外语焦虑学习的影响,提出教师应当在教学过程中承担不同角色,帮助学生克服焦虑,提高英语学习能力。     

分班对英语学习焦虑的影响的实证研究

以克拉申的情感过滤假设和人文主义教学理论为指导,采用Horwitz的外语语言焦虑量表FLCAS调查表和访谈的两种方式对九江县第三中学重点班和普通班的学生英语学习焦虑问题所做的研究表明．语言学习焦虑大大的影响了学生的英语学习且学生的语言焦虑与英语学习呈现负相关。其中重点班和普通班的学生在英语学习过程中都不同程度地感到焦虑,而分班又加重了普通班学生的焦虑。     

Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University,Turkey)

The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active–passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves small groups of 5–6 students teaching each other subject matter with success dependent upon student cooperation. Sixty-six engineering students participated in the study and a pre-test–post-test control group experimental design was employed. The students were randomly assigned into two groups: an experimental group and a control group. The experimental group used cooperative Jigsaw II as an instruction method while the control group used traditional teacher-centred instruction. The groups were administered an achievement test, as a pre-, post- and delayed post-test. The results revealed statistically significant differences in favour of the experimental group on the dependent variables of improving vocabulary knowledge and learning active–passive voice in English. The attitude scale results showed that the cooperative learning experience had a significant positive effect on engineering students' attitudes towards learning English and promoted better interactions among students as well.     

协作学习对英语阅读焦虑和阅读成绩影响的实证研究

阅读焦虑是经常困扰英语学习者的常见问题,严重影响阅读进程,而协作学习作为一种有效的学习方式能够缓解外语学习中出现的焦虑。为了探索协作学习对英语阅读焦虑和阅读成绩的影响,本研究开展了协作学习模式下的阅读教学,研究结果证明协作学习能够较低英语阅读焦虑,提升英语阅读成绩的有效性。     

The relationship between strategic reading instruction,student learning of L2‐based reading strategies and L2 reading achievement

This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL).     

The Research of Cooperative Learning Effects on College Students＇ Learning Anxiety

Since Krashen put forward the Affective Filter Hypothesis, more and more concern has been paid to the anxiety problem in Second and foreign language teaching and learning. Meanwhile, CL （cooperative learning） has gained much attention in recent years, both at home and abroad. Most researches （Oxford ＆ Ehrman, 1993; Kagan, 1994; Slavin, 1995） on CL indicated that CL is a classroom procedure which can lower anxiety and improve learning outcomes. Although the researches abroad have suggested that CL has a positive impact on reducing foreign language learning anxiety, few empirical researches on CL have been conducted in China. Moreover, according to the author＇s observation, anxiety is most obvious in oral English activities. Therefore, this thesis attempts to investigate some Chinese non-English freshmen＇s foreign language learning anxiety. Two classes are involved in the study： one as the experimental class instructed with CL method, the other as the control class taught with the traditional teaching method. By using a classical instrument, the FLCAS （foreign language classroom anxiety scale）, this study examined the subjects＇ foreign language learning anxiety. According to the analysis and comparison of the first and second FLCAS, the author finds CL has a significant effect on reducing students＇ foreign language learning anxiety.     

外语课堂学习焦虑研究综述

焦虑是外语学习过程中不可忽略的情感因素之一,关于外语课堂学习焦虑的研究,国内外学者比较统一的结论是：外语课堂学习焦虑与学生的外语成绩,包括听说读写各方面的成绩,呈显著负相关。目前针对非英语专业学生的课堂焦虑研究较多,而针对英语专业学生的研究则较少,研究深度也有待加强。     

非英语专业学生英语听力焦虑调查报告及启示

通过使用SPSS18.0统计软件,调查天津职业大学314名学生英语听力焦虑程度及其与英语课堂焦虑、学习观念和性格类型的之间的关系。研究结论为:学生英语听力焦虑呈中等程度,听力语料难度性、听力水平自我认知以及听力自信度成为构成听力焦虑的主要因素;听力焦虑与英语课堂焦虑、学习观念呈正相关;听力焦虑与听力成绩、性格类型呈负相关。鉴于此,在日常英语听力教学中,英语教师应该采取有效对策,缓解学生听力焦虑感,提高英语听力成绩。     

Open plan

This study reports on an investigation into the impact of strategy-based English language instruction (SBELI) on the language proficiency of gifted learners. The participants were students who were identified as gifted and thus received additional out-of-school training for a few days a week in Adana Science and Arts Centre. Their ages ranged from 10 to 13. One experimental group (n = 17) and one control group (n = 17) were designed to explore the possible English performance differences between the learners who were exposed to SBELI, which included 11 language-learning strategies for eight weeks, and those who were not. Data were collected through proficiency exams, written accounts of participants in the experimental group, think-aloud protocols and an open-ended questionnaire. The findings obtained revealed that SBELI produced a positive impact on the language proficiency of the gifted students and enabled them to enhance their already established attitude to make their language learning quick, easy, effective and enjoyable.     

On Non-English Majors＇Language Anxiety and its Implications for Oral English Teaching in Higher Vocational College

Many students ex perience language anxiety when they speak English in the class. Many scholars have investigated language anxiety for years, which means that this problem has attracted more and more attention. However, most of researches on language anxiety are carried on among university undergraduates while little research has been done about vocational college students. So, the purpose of this paper is to find out the causes of vocational college non-English majors' language anxiety and explore some implications for teachers to help reducing students' anxiety so as to improve their oral proficiency and ultimately enhance their English learning.