多模态呈现方式对英语词汇学习焦虑的影响研究  

The impact of presentation mode of multimodality on vocabulary learning anxiety

作　　者：郑群 徐莹 Zheng Qun;Xu Ying

机构地区：[1]中国科学院大学外语系,北京101408 [2]北京市顺义区空港街道办事处,北京101312

出　　处：《西安外国语大学学报》2020年第2期49-53,共5页Journal of Xi’an International Studies University

基　　金：北京市社会科学基金项目“《中国英语能力量表》框架下北京高校学生元语用意识研究”(项目编号:19YYB005)的阶段性研究成果。

摘　　要：如何认识词汇学习焦虑并通过恰当的方式予以缓解是本文重点探讨的问题。研究采用单模态和三种多模态调查了38名非英语专业研究生的词汇学习焦虑状况,结果显示:1)多模态词汇呈现方式对于词汇学习焦虑的缓解作用显著优于单模态方式;2)三种多模态之间对于词汇学习焦虑的影响无显著差异。其中,"文本+语音""文本+图片+语音"的多模态方式有助于降低学生词汇学习的交际焦虑。该结果有助于语言教学设计,从而缓解词汇学习中产生的交际焦虑,提高学生交际能力。The understanding of anxiety generated in vocabulary learning and how to reduce the anxiety by multimodality are the focus of this paper.In the study,a single mode and three multimodal presentations are used to investigate 38 non-English major postgraduates on vocabulary learning anxiety.The results indicate that:1)relative to single modality,multimodal presentations are more effective in mitigating vocabulary learning anxiety;2)there is no significant difference among the three multimodal methods on vocabulary learning anxiety.The text/pronunciation and text/picture/pronunciation modes can effectively reduce students’communication apprehension in vocabulary learning.The mitigating effect of multimodality on communication anxiety is conducive to language teaching design and the improvement of communicative competence.

关 键 词：多模态呈现方式 词汇学习焦虑 交际焦虑 

分 类 号：H319[语言文字—英语]