基于学习观念视角的“说长法”的促学效果研究  

A Study of Effect of“Speak-to-Learn”Approach on English Majors in Terms of English Learning Beliefs

作　　者：高琼[1] 曹幼南[1] 

机构地区：[1]宜春学院外国语学院

出　　处：《宜春学院学报》2016年第1期122-125,共4页Journal of Yichun University

摘　　要：考察＂基础英语＂课程中＂说长法＂教学对英语专业学生学习观念的影响效应。调查结果显示,＂说长法＂在学习观念的三个层面产生了积极效应：（1）对比控制班,实验班的总体学习观念更加有利于英语学习;（2）在类别层面上,实验班的英语难度观念、学习与交际策略观念显著优化;（3）在所有34个单项学习观念上项中的14项上（41%）,实验班水平显著高于控制班。＂说长法＂能有效促进英语专业学生学习观念的积极转变,从而助力其英语学习,达到＂以说促学＂的最终教学目标。The article reports the effect of the＂speak- to- learn＂approach on learners＇ English learning beliefs（ ELB hereafter）. The findings reveal that： 1. the experiment class＇ s（ EC＇s hereafter） ELB is more positive to English learning at overall level compared with those held by the control class（ CC hereafter）; 2 EC＇s ELB is also significantly optimized at category level,specifically demonstrated in＂difficulty of English learning＂and＂learning and communication strategies＂; 3. EC ‘s ELB is more helpful to English learning at individual level,shown in 14（ 43%） itemls out of 34. Therefore,a conclusion can be reached that the＂speak- to- learn＂approach exerts beneficial effect on English majors＇ ELB,which guides them to explore more efficient and better way to English learning and leads to better learning results.

关 键 词：英语专业学生 说长法 英语学习观念 

分 类 号：G642.45[文化科学—高等教育学]