基于语境的EFL教学方法、学习者观念与学习成绩的关系实证研究  

An Empirical Research on Relationships among Context-based EFL Teaching Method,Learner Beliefs and Academic Achievements

作　　者：徐世红[1] 

机构地区：[1]电子科技大学外国语学院,四川成都610051

出　　处：《外语教学》2014年第4期55-58,63,共5页Foreign Language Education

基　　金：教育部"第三批大学英语教学改革示范点项目"阶段性成果(未设项目编号)

摘　　要：后方法教学法强调语境对教学的重要性。作为语境因素之一的学习者观念在国内研究匮乏且多采用单一方法的横向研究。本研究采用问卷调查、访谈和试卷分析等多元方法对大学英语一年级非英语专业学生进行了纵向研究,调查发现根据学习者观念,可将EFL学习者可分为3组不同类型,虽然其学习者观念的各个方面情况复杂,但和学习成绩有明显相关。基于学习者观念的EFL教学方法显示:素质教育特点和分层教学特征对提高学习成绩有显著性作用。Post-method pedagogy emphasizes the significant influenees of some contextual factors. As one of the important contextual factors, learner beliefs receive little attention in domestic researches. Previous researches are mainly synchronic and are conducted with a single method. With a combination of questionnaires, interviews and a score analysis, this article reports a diachronic research on learner beliefs, finding that EFL learners can be classified into 3 groups according to their beliefs, which are complicated but are significantly related to their academic achievements. The context-based teaching method features quality-oriented education and layered teaching and significantly influences the academic achievement.

关 键 词：后方法 基于语境的教学方法 学习者观念 学习成绩 

分 类 号：H319[语言文字—英语]