“合作+情景”教学法与外语课堂焦虑调控  

A Study on the Control Strategies of Foreign Language Anxiety in the Cooperation and Situational Teaching

作　　者：王君[1] 

机构地区：[1]浙江万里学院,浙江宁波315100

出　　处：《浙江万里学院学报》2015年第2期82-87,共6页Journal of Zhejiang Wanli University

基　　金：宁波市教育科学规划研究课题"基于‘合作+情景’教学法的外语焦虑调控策略研究"(编号:YGH053)

摘　　要：文章以浙江万里学院110名日语专业学生为被试对象,以定量研究的方法对引入"合作+情景"教学法前后语言课堂焦虑的变化进行了调查。通过Spss软件分析得知,该教学法实施以后学生课堂焦虑水平,特别是负评价焦虑显著降低。可通过情绪调节、建立共同安全感、营造"注意—进取"的课堂氛围等策略,对学生的焦虑水平加以调控。This paper was a quantitative study of 110 Japanese majors. It investigated the differences of language classroom anxiety after the implementation of the cooperation and situational teaching approach.The analysis of the data by using SPSS showed that the classroom anxiety level was significantly lowered after the implementation of this approach, the negative evaluation anxiety decreased significantly. This paper suggested that the teachers could adopt some strategies, such as emotion regulation, establishing shared sense of safety, creating the classroom atmosphere of a whole-heartedness-and-forging-forward style, to control the anxiety of the students.

关 键 词：“合作+情景”教学法 焦虑调控 策略 

分 类 号：H319[语言文字—英语]