多模态视角下非英语专业学生外语学习焦虑问题研究  

Research on Foreign Language Learning Anxiety of Non English Major Students From a Multimodal Perspective

作　　者：胡静 倪昆 HU Jing;NI Kun(Nanchang Jiaotong Institute,Nanchang 330100,China)

机构地区：[1]南昌交通学院文法学院,江西南昌330100

出　　处：《哈尔滨学院学报》2024年第12期113-117,共5页Journal of Harbin University

基　　金：2021年度江西省教育科学“十四五”规划课题,课题编号:21YB379。

摘　　要：通过实验组与对照组的对比实验,研究发现多模态教学显著提高了学生的学习成绩,并有效减轻了外语学习焦虑。进一步分析显示,多模态教学在缓解认知焦虑方面效果尤为显著,而在情感焦虑和社交焦虑上的作用相对有限。此外,中介效应分析表明,自我效能感在多模态教学与学习焦虑之间起到了显著的中介作用,多模态教学通过提升学生的自我效能感,间接减轻了学习焦虑。基于以上发现,建议教育机构广泛推广多模态教学方法,关注个体差异,加强自我效能感的培养,并持续优化教学设计和资源,以进一步提升教学效果和学生的学习体验。Through a comparative experiment between the experimental group and the control group,the study found that multimodal teaching significantly improved students’academic performance and effectively reduced foreign language learning anxiety.Further analysis showed that multimodal teaching was particularly effective in alleviating cognitive anxiety,while its impact on emotional and social anxiety was relatively limited.Additionally,mediation effect analysis indicated that self efficacy played a significant mediating role between multimodal teaching and learning anxiety.Multimodal teaching indirectly reduced learning anxiety by enhancing students’self efficacy.Based on these findings,it is recommended that educational institutions widely promote multimodal teaching methods,pay attention to individual differences,strengthen the cultivation of self efficacy,and continuously optimize teaching design and resources to further enhance teaching effectiveness and students’learning experience.

关 键 词：多模态教学 学习成绩 外语学习焦虑 自我效能感 中介效应 

分 类 号：H319[语言文字—英语]