批注式阅读教学对大学英语学习者投入的影响  

An Annotating-Based Intervention Study on Learner Engagement in the College English Classroom

作　　者：郭燕[1] 于书林[2] 徐欣[1] GUO Yan;YU Shulin;XU Xin(Huazhong University of Science and Technology,Wuhan 430074,P.R.China;University of Macao,China)

机构地区：[1]华中科技大学,湖北省武汉市430074 [2]澳门大学,中国澳门

出　　处：《现代外语》2024年第2期234-245,共12页Modern Foreign Languages

基　　金：国家社科基金项目“动态系统理论视角下的大学生英语课堂学习投入及教学干预研究”(20BYY112)的阶段性成果。

摘　　要：本研究运用批注式阅读教学,开展为期九周的大学英语学习者投入干预实验,通过投入问卷和反思日志考察批注式阅读教学实验组和传统讲解式教学对照组在投入方面是否存在显著差异。实验结果表明:1)虽未达到显著性差异,但实验组在行为、情感、认知三个维度的投入都高于对照组;反思日志中实验组的行为和认知投入也体现了更高水平的量和质;2)批注式阅读教学中的教师认知支持以及以批注任务为中心的课堂教学与互动有效满足了学习者的能力需求和自主需求等基本心理需求,从而对其投入产生了积极的促进作用。This paper reports on a nine-week annotating-based intervention study on learner engagement in the College English classroom.Questionnaires and reflective journals were used to see if there were any significant differences in engagement between the experimental group of adopting annotating in teaching reading and the control group of using the conventional lecture method.The results show that(1)although no significant differences were found,the experimental group exhibited higher levels of engagement in all three dimensions,i.e.,behavioral,emotional,and cognitive;our analysis of the students'reflective journals also demonstrated that the experimental group outperformed the control group in behavioral and cognitive engagement in terms of both intensity and quality;(2)the experimental group's outperformance in engagement can be attributed to the annotating-related cognitive support and the annotation-based classroom instructions and interactions,which effectively fulfilled the students'basic psychological needs for competence and autonomy.

关 键 词：批注式阅读教学 干预 学习者投入 基本心理需求满足 

分 类 号：H319[语言文字—英语]