大学英语课外阅读的情感处理策略

国内外语言学家的研究表明，大量课外阅读有助于外语语言水平的提高，而情感因素是影响外语学习的重要因素之一。通过对某院校三个文科班级非英语专业本科生的实验研究，采用情感量表和阅读测试等研究工具，探求从情感维度对英语课外阅读进行指导性和任务性阅读，对学生英语学习情感的影响以及与阅读成绩之间的关系。结果表明。从情感维度对英语课外阅读材料进行处理有助于学生对英语阅读的积极情感体验；对学生进行指导性和任务性课外阅读，对阅读成绩有一定积极作用；在不同的阅读任务下，学生的英语阅读情感认识以及阅读成绩存在显著性差异。

An Empirical Study on the Affect Handling of After-Class English Reading

Academic studies have indicated that large amount of English reading after class is conductive to the improvement of English proficiency whereas affect is an indispensable factor in language learning. This paper reports an empirical study on the correlation between after-class English reading which contains affective factors and English reading proficiency and students＇interest in reading among three groups of non-English majors. The study presents the results that： after-class English reading, containing affective factors, will promote the interests among students; after-class English reading, with guidance and assignments given, will improve English reading proficiency and a significant difference is found among the groups in their interests in reading and reading proficiency.