中国学习者英语课堂焦虑情绪对比:翻转vs.传统  

English Classroom Anxiety of Chinese Learners: Flipped vs. Traditional

作　　者：高照[1] 李京南[1] 

机构地区：[1]电子科技大学外国语学院,四川成都611731

出　　处：《外语电化教学》2016年第1期37-42,共6页Technology Enhanced Foreign Language Education

摘　　要：语言学习效果深受学习者情绪影响。本研究采用"外语课堂焦虑问卷"(FLCAS)和半结构化访谈,对比分析大学英语翻转课堂和传统课堂上学生焦虑情绪的异同。研究发现:1翻转课堂中学习者的焦虑情绪显著高于传统课堂,但所焦虑的内容比较一致;2工具型动机学习者焦虑情绪高于融合型动机学习者;3水平越高的学习者感受到的焦虑越低。研究结果有助于改进和提高翻转课堂的教学设计,调动学习者外语学习的积极情绪。Language Anxiety Scale＂ （ FLCAS in flipped and traditional learning achievement is deeply influenced by learners＇ emotion. ＂Foreign ） and semi-structured interview were adopted to compare and analyze College English classroom. Findings suggest that （1）the anxiety in Language Classroom the learners＇ anxiety flipped classroom is significantly higher than that in a traditional one, though the learners are anxious about similar contents ; （2） learners with instrumental motivation show more anxiety than those with integrative motivation; and （3） learners of higher language proficiency have less anxiety. The result may help improve flipped classroom design, thus stimulating learners＇ positive emotion.

关 键 词：焦虑 大学英语 翻转课堂 

分 类 号：H319.3[语言文字—英语]