大学生情感因素与英语听力教学策略研究  

On the Affective Factors of College Students and Teaching Strategies of English Listening

作　　者：郑光锐[1] 

机构地区：[1]中国医科大学基础医学院,辽宁沈阳110001

出　　处：《教育科学》2013年第1期24-27,共4页Education Science

摘　　要：情感因素对英语听力学习者具有重要影响。目前,大学生英语听力中负面情感因素制约了听力水平的提升。本文运用情感过滤假设说与建构主义理论,进行了非英语专业大学生听力情感教学实验。笔者将强化学生心理调适、创设丰富多彩的课堂情境、开展师生认知与情感互动等融为一体,营造愉悦学习氛围,激发学生听力兴趣。经问卷调查、访谈与听力成绩测试,结果表明:实验组学生有效地控制和化解了负面情感,增强了听力学习动机,其积极情感因素与听力成绩明显优于对照组学生。此项研究对于高校二语听力教学与学习具有启示作用。Affective factors have an important impact on learners in English learning,esp.in English listening comprehension.At present,learners are always influenced and hindered by the negative affective factors.This paper discusses the experimental teaching for English listening course,which includes that teacher should pay high attention to students' affective factors among the non-English major students based on the theories of 'Affective Filter Hypothesis' and 'Constructivism'.The experimental teaching harmoniously strengthened the psychological adjustment of students,organized colorful classroom situations as well as to facilitate the cognitive and emotional interaction among teachers and students.And at the same time,the teacher highlighted creating a pleasant atmosphere for learning and stimulating the students' interest in listening as well.Through the questionnaires,interviews and listening achievement tests,the major findings are as follow: The students in experimental group effectively control and defuse the negative emotions,and as a result,they enhance the listening learning motivation;their positive affective factors and the listening outcome is significantly superior to the students in the control group.It is the study that is enlightening for the second language listening teaching and learning.

关 键 词：情感过滤 心理调节 情境教学 教学策略 

分 类 号：G442[哲学宗教—心理学]