摘要
我们对英语专业学生的课堂自我观察与问卷调查发现:1)精读课堂上学生口语互动欠积极。全班情境中学生参与率偏低;一对一、小组时参与率有所提升。2)课堂参与度与学习者情感因素存在关联。全班、一对一、小组互动皆与学生自我觉察交流能力、外语课堂焦虑和英语交流意愿相关。3)多元回归检验后,外语课堂焦虑被确定为学生全班互动积极与否之预测因素,交流意愿为学生一对一和小组互动积极与否之预测因素。
With 150 freshmen and sophomores from Xi＇an International Studies University as participants and through questionnaires on students＇ self-report of classroom participation and their willingness to communicate （ WTC）, self-perceived communication competence （SPCC）, communication apprehension （CA）, foreign language classroom anxiety （FLCA） and the Big Five, we have conducted a one-semester investigation to examine the correlation between student classroom participation and their emotional variables. The results show a low oral participation of the students in their intensive English class, though the participants are found significantly more active in dyad and group interaction. Statistics also reveal high correlations between students＇ participation and their WTC, FLCA and SPCC. A multiple regression analysis indicates that FLCA can predict students＇ participation in whole-class interaction and WTC is a predictor of their participation in dyad and group oral activities.
出处
《外语教学》
CSSCI
北大核心
2014年第2期67-71,共5页
Foreign Language Education
基金
陕西省教育厅科研计划项目"影响中国EFL大学课堂互动的因素:对学习者交流意愿(WTC)的研究"(项目编号:11JK0290)的部分成果
关键词
课堂互动
情感因素
交流意愿
课堂焦虑
英语交流能力
classroom participation
emotional variables
willingness to communicate
classroom anxiety
communication competence
