小学外语课堂无聊情绪与外语成绩之间的关系及城乡差异研究  

Foreign language classroom boredom and foreign language achievement of elementary students:An urban-rural comparison

作　　者：李成陈 韩晔 李斑斑 Li Chengchen;Han Ye;Li Banban

机构地区：[1]华中科技大学外国语学院 [2]哈尔滨工业大学(深圳)人文与社会科学学院 [3]北京科技大学外国语学院

出　　处：《外语教学》2022年第3期50-55,共6页Foreign Language Education

基　　金：国家社科基金青年项目“学习环境对农村留守儿童英语学习行为的影响及其心理机制研究”(项目编号:19CYY017)的阶段性研究成果。

摘　　要：本研究在控制—价值理论框架下,对比考察我国城乡小学生外语课堂无聊情绪水平与外语水平,探讨二者之间的关系。通过分析399名城市小学生、266名乡村小学生的问卷调查数据及英语期末统考成绩,发现:(1)乡村小学生外语课堂无聊情绪水平显著高于城市小学生,但期末成绩显著低于后者;(2)无论城乡,小学生外语课堂无聊情绪水平对英语成绩均具有显著负向预测作用。基于以上结果,本研究指出针对无聊情绪的教学干预既是提高学业幸福感的情绪干预,又是提高基础学段外语教学成效的有益途径,且在乡村环境中更为必要。Informed by the control-value theory, this study compared foreign language classroom boredom(FLCB) and foreign language achievement of Chinese urban elementary students and their rural counterparts, and examined the relationships between FLCB and foreign language achievement in both groups. Through analyzing the questionnaire data and the final English exam scores of 399 urban elementary students and 266 rural elementary students, the study shows: 1)rural students’ FLCB was significantly higher than that of their urban counterparts, while their English final exam scores were significantly lower;and 2) FLCB negatively predicted English test scores significantly across the two groups. Based on these results, we argue that pedagogical interventions on FLCB can enhance academic well-being as well as foreign language learning effectiveness in elementary foreign language education, and are particularly needed in rural areas.

关 键 词：外语课堂无聊 情绪 二语习得 基础教育 城市—乡村差异 

分 类 号：H319[语言文字—英语]