小学生英语学习消极情感的质性个案研究  

A qualitative case study on the negative emotions of primary school students in English learning

作　　者：张珊 杨鲁新[2] ZHANG Shan;YANG Luxin

机构地区：[1]山东建筑大学 [2]北京外国语大学

出　　处：《外语教育研究前沿》2024年第1期75-82,93,共9页Foreign Language Education in China

基　　金：中国外语战略研究中心2022年度“世界语言与文化研究”一般课题“山东省新生代乡村英语教师发展困境调查与干预研究”(课题编号:WYZL2022SD0002)的阶段性研究成果。

摘　　要：学界对我国小学生英语学习情感的研究呈单一性和碎片化。为了系统了解小学生英语学习消极情感的表现形式与影响机制,本研究跟踪四名儿童长达12个月,收集了课堂观察、学生访谈、教师与家长访谈等多种数据。研究发现,小学生英语学习消极情感呈现多种类型及高低不同的唤醒水平,工具价值导向的考试评价、课堂教学以及负面教师反馈、质量较低的作业设计是主要影响因素。小学生英语学习消极情感具有多样性和情境性,其生成具有社会建构性,发展演变具有动态稳定性,正向疏导具有积极的教育性。对小学生英语学习消极情感的正确认识和干预具有特殊的教育价值意蕴。The research on emotions of Chinese primary school students in English learning is monolithic and fragmented in both domestic and international academia.In order to systematically understand the manifestations and influencing mechanisms of negative emotions in English learning among Chinese primary school students,this study tracked four children for twelve months,collecting various types of data including classroom observations,student interviews,and interviews with teachers and parents,etc.The study found that the four primary school students’negative emotions in English learning exhibited multiple types and different levels of arousal,and instrumental value-oriented evaluation and classroom teaching,as well as negative teacher feedback and low-quality homework design were the main driving factors.Young learners’negative emotions towards English learning are diverse and situational.These emotions are socially constructed,and their development and evolution have dynamic stability.Furthermore,positive guidance has constructive educational significance.Proper understanding and intervention of children’s negative emotions towards English learning holds special educational value.

关 键 词：小学英语 消极学习情感 个案研究 

分 类 号：H319[语言文字—英语]