任务型语言课堂中师生情绪互动及其反映的课堂效果研究  

Teacher-Student Emotional Interaction and Its Reflection of Effectiveness in the TBLT Classroom

作　　者：陈美华[1] 欧阳西贝 谢婷婷 CHEN Meihua;OUYANG Xibei;XIE Tingting

机构地区：[1]东南大学外国语学院,江苏南京211189

出　　处：《外语与外语教学》2024年第2期26-36,145,146,共13页Foreign Languages and Their Teaching

基　　金：全国教育科学规划项目“新时代高等外语教育立德树人的路径与对策研究”(项目编号:BIA190183)的阶段性成果。

摘　　要：任务型语言教学是外语教学的重要方法之一,课堂中师生情绪互动丰富。为了解师生情绪互动在该类型课堂中的动态过程,并通过情绪互动特征反映课堂效果,本研究以perezhivanie内涵为指导,采用反思日志作为主要工具,收集了六次课堂的师生情绪互动数据。研究发现在该任务课堂中,学生视角比教师视角的情绪互动更丰富,学生比教师更依赖对方的影响从而产生情绪互动;师生情绪互动特征以正向情绪共鸣为主,侧面说明了该任务课堂的积极效果;负向情绪共鸣和情绪分歧特征出现较少,但也反映出了该课堂存在的问题。本文最后提供了改进任务教学的建议。Task-based language teaching(TBLT)is a crucial method in foreign language instruction,characterized by rich emotional interactions between teachers and students in the classroom.To understand the dynamic process of these emotional interactions and to reflect the effectiveness of classroom teaching through their characteristics,this study is guided by the concept of perezhivanie.Using reflective journals as the primary tool,data on emotional interactions between teachers and students were collected over six classes.The study found that,from the students'perspective,emotional interactions were more abundant compared to the teachers'perspective.Students were more dependent on each other's influence to generate emotional interactions than teachers were.The emotional interaction characteristics predominantly featured positive emotional resonance,indirectly indicating the positive outcomes of the task-based language classroom.Negative emotional resonance and emotional divergence were less frequent but highlighted existing issues within the classroom.The paper concludes with recommendations for improving taskbased teaching.

关 键 词：任务型语言教学 师生情绪互动 情绪发展 课堂效果 

分 类 号：H319[语言文字—英语]