学习任务设计对大学英语课堂情境兴趣的影响的研究
发布时间：2019-04-22 10:04
【摘要】：情境兴趣是指活动或学习任务的特征对个体产生吸引力,进而激发其产生一种即时性的、积极的心理状态。在个体对当前活动没有任何个体兴趣的情况下,情境兴趣能够激发并维持个体的学习动机。学习任务设计是有效影响学生情境兴趣的重要因素之一。有效的课堂任务有利于激发学习者的学习兴趣和学习参与感。目前国内外对情境兴趣的研究多集中于体育、数学、阅读及写作各个方面,大学英语作为大学必修的一门基础课程,对学生整个大学期间学习及未来职业发展有重要的影响,然而,大学英语课堂中的情境兴趣却未得到充分的重视和挖掘,有关学习任务设计对情境兴趣影响的研究也并不多见。 因此,本文将大学英语课堂作为研究背景,设计三种不同类型的学习任务即静态任务、动态任务及抽象性任务,围绕测量情境兴趣的五个维度(注意力、愉悦感、挑战性、探索性、新颖性),研究任务设计对学生英语课堂情境兴趣的影响。本研究围绕以下问题展开：不同的学习任务是否会对学生情境兴趣的各维度产生不同的影响?哪一种任务能在最大程度上激发学生的情境兴趣?执行的任务类型相同时,学习者英语水平是否会对其情境兴趣产生影响? 中南大学信息与工程学院2011级的三个自然班共计八十五名学生参与了本次研究。三个班被分配完成不同的课堂任务。任务结束后,受试学生填写了情境兴趣测量表,部分学生接受了访谈,以此衡量不同任务下学生的情境兴趣。实验数据采用SPSS17.0进行分析。结果表明： 第一,静态任务、动态任务及抽象任务对测量情境兴趣的五个维度产生不同程度的影响。静态任务最能激发情境兴趣的探索性维度；动态任务最能激发注意力维度；而抽象任务最能激发其新颖性维度。 第二,三个任务中,动态任务最能激发学生的情境兴趣。 第三,学生的英语学习水平与其情境兴趣各纬度存在不同的相关性。其中,执行静态任务时,中分组学生的注意力维度、低分组学生的愉悦感维度与其英语水平存在显著相关；执行动态任务时,高分组学生的注意力和愉悦感、中分组学生的新颖性、挑战性及探索性、低分组学生的新颖性、注意力及探索性与其英语水平都存在显著相关；执行抽象任务时,高分组学生挑战性、中分组学生的新颖性、愉悦感及总体兴趣与其英语水平存在显著相关；其他均无显著相关。 本研究从学习任务设计角度出发,研究大学英语课堂学生情境兴趣,这将有利于我们正确认识学习任务对学生情境兴趣的影响。作者最后就如何利用课堂学习任务激发学生英语学习过程中的情境兴趣、增强英语学习的有效性提出了建议。
[Abstract]:Situational interest refers to the characteristics of activity or learning tasks that appeal to individuals, and then stimulate them to produce a real-time, positive psychological state. When there is no individual interest in the current activity, situational interest can stimulate and maintain the individual's learning motivation. Learning task design is one of the important factors that affect students' situational interest effectively. Effective classroom tasks are conducive to stimulating learners' interest in learning and a sense of learning participation. At present, the research on situational interest at home and abroad mostly focuses on sports, mathematics, reading and writing. College English, as a compulsory basic course in universities, has an important impact on students' study and future career development throughout the university. However, the situational interest in college English class has not been paid enough attention and excavated, and there are few researches about the influence of learning task design on situational interest. Therefore, taking college English classroom as the research background, this paper designs three different types of learning tasks, namely, static task, dynamic task and abstract task, focusing on the five dimensions of measuring situational interest (attention, pleasure, challenge, etc.) Exploratory, novelty), to study the impact of task design on students' interest in English classroom context. This study focuses on the following questions: will different learning tasks have different effects on the dimensions of students' situational interest? Which task maximizes students' situational interest? Will learners' English proficiency have an impact on their situational interest when the tasks are of the same type? A total of 85 students participated in the study in three nature classes at Central South University's School of Information and Engineering in 2011. The three classes were assigned to complete different classroom tasks. At the end of the task, the students completed the situational interest scale, and some of the students were interviewed to measure the situational interest of the students under different tasks. The experimental data were analyzed by SPSS17.0. The results show that: firstly, static task, dynamic task and abstract task have different influence on the five dimensions of situational interest. Static task can stimulate the exploratory dimension of situational interest most; dynamic task can excite attention dimension most; and abstract task can excite its novelty dimension most. Second, among the three tasks, dynamic task can stimulate students' situational interest most. Third, there are different correlations between students' English learning level and their situational interests in different latitudes. Among them, when performing static tasks, the attention dimension of middle-level students and the pleasure dimension of low-level students are significantly correlated with their English proficiency. When performing dynamic tasks, the attention and pleasure of high-score students, the novelty, challenge and exploration of middle-level students, and the novelty, attention and exploration of low-score students were significantly correlated with their English proficiency. When performing abstract tasks, high-score students are challenging, middle-level students' novelty, pleasure and overall interest are significantly correlated with their English proficiency, while other students have no significant correlation with their English proficiency. From the perspective of learning task design, this study studies students' situational interest in college English classroom, which will help us to correctly understand the influence of learning task on students' situational interest. Finally, the author puts forward some suggestions on how to use classroom learning tasks to stimulate students' situational interest in the process of English learning and to enhance the effectiveness of English learning.
【学位授予单位】：中南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G642
本文编号：2462744
[Abstract]:Situational interest refers to the characteristics of activity or learning tasks that appeal to individuals, and then stimulate them to produce a real-time, positive psychological state. When there is no individual interest in the current activity, situational interest can stimulate and maintain the individual's learning motivation. Learning task design is one of the important factors that affect students' situational interest effectively. Effective classroom tasks are conducive to stimulating learners' interest in learning and a sense of learning participation. At present, the research on situational interest at home and abroad mostly focuses on sports, mathematics, reading and writing. College English, as a compulsory basic course in universities, has an important impact on students' study and future career development throughout the university. However, the situational interest in college English class has not been paid enough attention and excavated, and there are few researches about the influence of learning task design on situational interest. Therefore, taking college English classroom as the research background, this paper designs three different types of learning tasks, namely, static task, dynamic task and abstract task, focusing on the five dimensions of measuring situational interest (attention, pleasure, challenge, etc.) Exploratory, novelty), to study the impact of task design on students' interest in English classroom context. This study focuses on the following questions: will different learning tasks have different effects on the dimensions of students' situational interest? Which task maximizes students' situational interest? Will learners' English proficiency have an impact on their situational interest when the tasks are of the same type? A total of 85 students participated in the study in three nature classes at Central South University's School of Information and Engineering in 2011. The three classes were assigned to complete different classroom tasks. At the end of the task, the students completed the situational interest scale, and some of the students were interviewed to measure the situational interest of the students under different tasks. The experimental data were analyzed by SPSS17.0. The results show that: firstly, static task, dynamic task and abstract task have different influence on the five dimensions of situational interest. Static task can stimulate the exploratory dimension of situational interest most; dynamic task can excite attention dimension most; and abstract task can excite its novelty dimension most. Second, among the three tasks, dynamic task can stimulate students' situational interest most. Third, there are different correlations between students' English learning level and their situational interests in different latitudes. Among them, when performing static tasks, the attention dimension of middle-level students and the pleasure dimension of low-level students are significantly correlated with their English proficiency. When performing dynamic tasks, the attention and pleasure of high-score students, the novelty, challenge and exploration of middle-level students, and the novelty, attention and exploration of low-score students were significantly correlated with their English proficiency. When performing abstract tasks, high-score students are challenging, middle-level students' novelty, pleasure and overall interest are significantly correlated with their English proficiency, while other students have no significant correlation with their English proficiency. From the perspective of learning task design, this study studies students' situational interest in college English classroom, which will help us to correctly understand the influence of learning task on students' situational interest. Finally, the author puts forward some suggestions on how to use classroom learning tasks to stimulate students' situational interest in the process of English learning and to enhance the effectiveness of English learning.
【学位授予单位】：中南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H319;G642
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