翻转课堂模式下高职学生语言学习焦虑的研究

发布时间：2023-02-27 19:47

　　经济的发展和科技的进步促进了教育的革新,也对高等教育培养的人才的英语能力水平提出了更高的要求。而外语焦虑作为影响大学生英语学习的主要情感因素,长期以来影响着英语课堂的教学效果。在高职院校,英语课堂气氛普遍不活跃,教学模式陈旧,教材枯燥,教学效果不佳,教学改革迫在眉睫。在改革和创新的摸索过程中,许多依托于新技术(尤其是与互联网技术)的教育模式和方法不断产生。翻转课堂,一种新兴的教学模式,正如雨后春笋般涌现出来,是当前高等学校英语教学的发展方向,它颠覆了传统“课上讲授,课下复习”教学模式,采用“课前预习-发现问题”、“课上指导-解决问题”以及“课后复习-巩固知识”的教学模式,将更多的主动权交给学生,提高学生参与课堂教学的积极性,促使学生深入理解知识点,提高学习效率,充分体现“学生为中心”的教学理念。本文以高职院校学生为实验对象,通过问卷、个人访谈、口语测试和试卷调查高职学生在公共英语课堂上开展“翻转教学”前后,对英语学科的兴趣、英语水平和课堂焦虑变化情况。在得出具体数据的基础上,通过分析得出结论:1、与传统的课堂教学相比,翻转课堂教学更有助于提高学生的英语水平,尤其是听力和口语方面的熟练程...

【文章页数】：116 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
Chapter I Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Organization of the Thesis
Chapter II Literature Review
    2.1 Vocational College and English Teaching
        2.1.1 Vocational Colleges
        2.1.2 Vocational Colleges English Teaching
    2.2 Foreign Language Anxiety
        2.2.1 Definitions of Foreign Language Anxiety
        2.2.2 Contributing factors of the Foreign Language Anxiety
        2.2.3 Relevant Studies on FLCA
            2.2.3.1 Relevant Studies on FLCAAbroad
            2.2.3.2 Relevant Studies on FLCA at Home
    2.3 The Flipped Classroom Mode
        2.3.1 Connotation of Flipped Classroom Model
        2.3.2 Characteristics of Flipped Classroom Model
        2.3.3 Flipped Classroom Model and College English Teaching
        2.3.4 Relevant Studies Abroad
        2.3.5 Relevant Studies at Home
Chapter III Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Foreign Language Classroom Anxiety Scale
        3.3.2 The Test Paper
        3.3.3 SPSS 24.0
        3.3.4 Oral English Testing
        3.3.5 Group Study Log and Study Group
        3.3.6 Personal Study Log
    3.4 Research Procedures
        3.4.1 Pre-tests
        3.4.2 Implementation of the Experiment
            3.4.2.1 Experimental Group — the Flipped Classroom Mode
                3.4.2.1.1 Setting of Flipped Classroom Teaching Process
                3.4.2.1.2 Preparation before Class
                3.4.2.1.3 Group Study and Personal Study before Class
                3.4.2.1.4 Activities in the Class
                3.4.2.1.5 Evaluation and Consolidation of Teaching Effectiveness
                3.4.2.1.6 Assignment
            3.4.2.2 Control Group — Traditional Mode
        3.4.3 First-Semester-Mid-Tests
        3.4.4 Mid-test
        3.4.5 Second-Semester-Mid-tests
        3.4.6 Post-tests
        3.4.7 Personal Interview
    3.5 Data Collection and Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter IV Results and Discussion
    4.1 Effect of Flipped Classroom Mode in College English Teaching
        4.1.1 Results of Pre-test
        4.1.2 Results of Mid-test
        4.1.3 Results of Personal Interview
        4.1.4 Results of Oral English Test
        4.1.5 Results of Post-test
    4.2 Differences in Anxiety Levels between Traditional and Flipped ClassroomMode
        4.2.1 Differences in Anxiety Levels Indicated by Inter-group Comparison ofPre- and Post-FLCAS
            4.2.1.1 Results of Pre-FLCAS
            4.2.1.2 Results of Post-FLCAS
    4.3 Dynamic Changes in the Anxiety Level in the Flipped ClassroomMode
        4.3.1 Results of Pre-, First-Semester-Mid-, Mid-, Second-Semester-Mid andPost-FLCAS
    4.4 Correlation between Anxiety Level and Language Achievement in FlippedClassroom Mode
Chapter V Suggestion to Reduce Learner Anxiety
    5.1 Produce Relaxing and Pleasant Learning Atmosphere
    5.2 Change Learner’s Beliefs about Language Learning
Chapter VI Conclusion
    6.1 Summary of Major Findings
    6.2 Pedagogical Implications
    6.3 Limitation of the Study and Recommendations for Future Research
Reference
AppendixesⅠ
Appendix Ⅱ Pre-test paper
Appendix Ⅲ Post-test paper
Appendix Ⅳ Post-test paper
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
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