大学英语课堂无聊特征及其自我调节调查研究  

A Survey on the Characteristics of Boredom and its Self-regulationin College English Classroom

作　　者：蒋亚瑜[1] 刘世文[1] JIANG Ya-yu;LIU Shi-wen(School of Foreign Languages,Jimei University,Xiamen 361021,China)

机构地区：[1]集美大学外国语学院,福建厦门361021

出　　处：《集美大学学报（教育科学版）》2024年第2期35-40,共6页Journal of Jimei University：Education Science Edition

基　　金：福建省中青年教师教育科研项目“大学生外语学习无聊特征及其自我调节调查研究”(JSZW22014)。

摘　　要：以BPELC为测量工具,对某高校非英语专业学生进行问卷调查,了解学生在大学英语课堂教学环境下无聊情绪特征。通过描述性统计对问卷数据进行统计分析,发现学生无聊情绪总体情况处于中等偏高水平。基于状态无聊自我调节功能,依据人类发展生态学理论,通过“人在环境中”的透镜,将学习者置于外语学习生态系统中,调查学生在无聊状态下对课堂环境因素的刺激寻求,结果发现:1.教师的积极态度和真情实感、幽默的课堂语言和适当夸张的肢体语言对学生产生高唤醒、高刺激的效果;2.有效的同伴合作可以缓解课堂无聊情绪;3.与实际生活高关联的文本更能提高学生学习的兴趣。从教师的积极情绪、多维度促学、基于项目的体验式学习三个层面提出有效缓解学生无聊的干预措施。Taking BPELC as a tool,this study investigates the characteristics of boredom of non-English majors from a university in college English classroom.The questionnaire data are analyzed by descriptive statistics.The result shows that students have a moderately high level of boredom.Based on the self-regulation of state boredom and the ecological psychology of placing students in the foreign language learning ecosystem,the study' further investigates the students expectations under a state of boredom in classroom.The results show that:Students can be highly stimulated by teachers' positive attitude,genuine emotions,humorous speeches and body language;effective partner cooperation can relieve boredom;texts highly relevant to real life can greatly enhance students interest in learning.To alleviate students' classroom boredom,strategies are put forward from teachers' positive emotions,multidimensional promotion of learning and project-based learning.

关 键 词：大学英语课堂 无聊特征 自我调节 

分 类 号：G441[哲学宗教—心理学]