大学英语翻转课堂与二语自我  

Effects of Flipped Classroom on L2 Self

作　　者：洪民[1] 

机构地区：[1]安徽科技学院外国语学院,安徽省233100

出　　处：《语言教育》2018年第1期31-36,44,共7页Language Education

基　　金：安徽省教育厅社科重点项目“二语自我干预研究”(项目编号:SK2016A0274);安徽科技学院质量工程项目“互联网+英语:基于慕课的混合式教学模式研究”(项目编号:X2015035)的阶段性研究成果

摘　　要：本研究基于二语动机自我系统理论,通过调查问卷,采用相关分析和独立样本T检验,探讨大学英语翻转课堂(以下简称翻转课堂)对二语学习动机的影响。研究发现,翻转课堂对二语学习体验影响最为显著,对二语理想自我的影响较为显著,对二语应然自我影响不显著。以上结果为研究翻转课堂对二语学习动机的影响提供了理论依据和实践基础,启示外语教师如何在翻转课堂教学模式下干预学习动机,提高外语学习效果。Within the theoretical framework of L2 Motivational Self System, in order to identify the effects of flipped classroom,this paper examined the effects of the flipped classroom on three components of L2 Motivational Self System by questionnaire,correlation and Independence Sample T-test. Results of the study show that： Flipped Classroom exerted the most significant effect on L2 Learning Experience; Flipped Classroom exerted lower effect on Ideal L2 Self than L2 Learning Experience; Flipped classroom exerted insignificant effect on Ought-to L2 Self. These results may contribute to the research of flipped classroom, and enlighten language teachers to entice greater levels of L2 motivation by enhancing teaching approaches.

关 键 词：大学英语翻转课堂 二语动机自我系统 影响 

分 类 号：H319[语言文字—英语]