依托学科内容的大学英语教学对学生学习动机及焦虑感的影响  

On the Impact of CBI on EFL Learners' Motivation and Anxiety in College English Context

作　　者：袁平华[1] 

机构地区：[1]南昌大学外国语学院,江西南昌330031

出　　处：《解放军外国语学院学报》2012年第3期41-45,127,共5页Journal of PLA University of Foreign Languages

基　　金：国家社会科学基金项目(08BYY029);江西省教学改革研究项目(JXJG-11-1-27)

摘　　要：情感因素在外语学习过程中直接或间接地影响到语言学习的效果。本研究考察大学英语教学环境中依托学科内容的教学(CBI)对学生英语学习动机及焦虑感的影响。通过对比研究发现,参加CBI教学实验的学生,其总体英语学习动机水平高于对照组学生,表现出更强的学习愿望。他们的英语学习焦虑感也比对照组学生要低,在语言交际上表现出更强的自信心。因此,CBI教学有助于改善学生的情感因素,提高学习效果。Affective factors exert direct or indirect influence on EFL learners' performance in the foreign language learning process.This study investigated the impact of CBI on EFL learners' motivation and anxiety in college English context.A comparative study revealed that the learners in the treatment(CBI) group had higher English learning motivation than those in the control group,displaying a stronger learning desire than their counterparts.In addition,the learners in the treatment group had lower anxiety in learning English and showed more confidence in expressing themselves in English than those in the control group.It can be reasonably concluded that CBI contributes to improving learners' affective factors,helping them to achieve better outcomes.

关 键 词：大学英语 学习动机 焦虑感 依托学科内容的教学 

分 类 号：H319.3[语言文字—英语]