英语基础知识干预对高职学生听力焦虑影响的实证研究  

An empirical study of anxiety affection on vocational students’ English listening after basic English knowledge intervention

作　　者：姚尧[1] 许陶萍[1] YAO Yao;XU Taoping

机构地区：[1]铜陵职业技术学院

出　　处：《外语测试与教学》2019年第3期50-54,共5页Foreign Language Testing and Teaching

基　　金：安徽省质量工程“大规模在线开放课程(MOOC)示范项目——酒店服务英语”(2018mooc224);安徽省质量工程“精品线下开放课程——烹饪英语”(2018kfk177)及铜陵职业技术学院院级重点课题(tlpt2017tk014)的阶段性成果

摘　　要：本研究从基础知识干预的角度出发,研究高职学生英语听力成绩与听力焦虑。调查发现学生处于中高层级焦虑状态,焦虑程度和成绩相关。在多手段降低焦虑同时,侧重于基础知识干预,双重干预能够提高学生英语听力水平,降低焦虑值。该研究对高职英语听力教学将具有一定的借鉴意义。This paper is to study the impact of the basic English knowledge intervention on vocational students listening anxiety. This study explores the levels of students anxiety and their relation to students listening proficiency. The results show that the vocational students medium-high level listening anxiety can be alleviated by means of basic English knowledge intervention and the affection factors intervention, which has implication to the future English listening teaching in vocational education.

关 键 词：基础知识干预 英语听力焦虑 英语听力水平 

分 类 号：H319[语言文字—英语]