情感因素对小学英语口语教学的影响研究
发布时间：2018-10-29 20:24
【摘要】：英语口语交际是一项认知心理活动,也是一项带有创造性和社会交互性的活动,它是一个受诸多因素影响的复杂过程,如认知能力、学习风格、学习环境、情感因素等。此外,在听、说、读、写四项基本能力中,“说”最受情感因素影响。积极的情感因素能促进英语口语的学习,提高英语口语学习的效率;消极的情感因素阻碍英语口语学习,并最终影响学习者学习潜力的发挥。当前小学生英语口语交际能力偏低,一个重要的原因是教师在语言教学中没有足够重视情感因素对口语学习的影响,从而导致学生对语言产生心理障碍。因此,当他们在与别人交流时显得不够自信,就算开口说英语,大部分同学也处于消极被动状态,这种学习是费时低效的。因此,英语教师应该在口语教学中,注意学生的情感变化,并适时调整教学理念,教学策略,充分利用积极的情感因素对口语学习的促进作用,使学生主动积极地融入到口语课堂学习中去。本篇论文首先介绍了情感因素和语言学习的关系,通过分析小学生英语口语学习有关情感因素的问卷,揭示了小学口语教学中存在的问题;接着,在分析和讨论关于英语口语情感教学实证研究结果的基础上,文章解释了积极的情感因素对小学英语口语教学的重要影响。最后,本论文研究了在口语教学中如何利用情感因素激发学生学习主动性,提出了诸如在口语课堂上创造轻松、友好、合作、平等的学习环境和氛围;消除学生焦虑;激励学生学习口语;帮助学生控制消极情感因素和发挥积极情感因素的作用等对策。
[Abstract]:Oral English communication is not only a cognitive psychological activity, but also a creative and social interactive activity. It is a complex process influenced by many factors, such as cognitive ability, learning style, learning environment, emotional factors and so on. In addition, of the four basic abilities of listening, speaking, reading and writing, speaking is most influenced by emotional factors. Positive affective factors can promote oral English learning and improve the efficiency of oral English learning while negative affective factors hinder oral English learning and ultimately affect learners' learning potential. At present, the primary students' oral communication ability is on the low side, one of the important reasons is that the teachers do not pay enough attention to the influence of emotional factors on oral English learning in language teaching, which leads to the students' psychological obstacle to the language. Therefore, when they are not confident enough to communicate with others, even if they speak English, most of their classmates are in a passive state, which is time-consuming and inefficient. Therefore, English teachers should pay attention to students' emotional changes in oral English teaching, adjust their teaching ideas and teaching strategies, and make full use of positive affective factors to promote oral English learning. Enable students to actively integrate into oral classroom learning. This thesis first introduces the relationship between affective factors and language learning, and reveals the problems in oral English teaching by analyzing the questionnaire on affective factors in primary school students' oral English learning. Then, on the basis of analyzing and discussing the results of empirical research on spoken English affective teaching, the paper explains the important influence of positive affective factors on oral English teaching in primary schools. Finally, this paper studies how to use affective factors to stimulate students' learning initiative in oral English teaching, such as creating a relaxed, friendly, cooperative and equal learning environment and atmosphere in oral class, eliminating students' anxiety; Encourage students to learn oral English, help students control negative emotional factors and play the role of positive emotional factors and other countermeasures.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
本文编号：2298721
[Abstract]:Oral English communication is not only a cognitive psychological activity, but also a creative and social interactive activity. It is a complex process influenced by many factors, such as cognitive ability, learning style, learning environment, emotional factors and so on. In addition, of the four basic abilities of listening, speaking, reading and writing, speaking is most influenced by emotional factors. Positive affective factors can promote oral English learning and improve the efficiency of oral English learning while negative affective factors hinder oral English learning and ultimately affect learners' learning potential. At present, the primary students' oral communication ability is on the low side, one of the important reasons is that the teachers do not pay enough attention to the influence of emotional factors on oral English learning in language teaching, which leads to the students' psychological obstacle to the language. Therefore, when they are not confident enough to communicate with others, even if they speak English, most of their classmates are in a passive state, which is time-consuming and inefficient. Therefore, English teachers should pay attention to students' emotional changes in oral English teaching, adjust their teaching ideas and teaching strategies, and make full use of positive affective factors to promote oral English learning. Enable students to actively integrate into oral classroom learning. This thesis first introduces the relationship between affective factors and language learning, and reveals the problems in oral English teaching by analyzing the questionnaire on affective factors in primary school students' oral English learning. Then, on the basis of analyzing and discussing the results of empirical research on spoken English affective teaching, the paper explains the important influence of positive affective factors on oral English teaching in primary schools. Finally, this paper studies how to use affective factors to stimulate students' learning initiative in oral English teaching, such as creating a relaxed, friendly, cooperative and equal learning environment and atmosphere in oral class, eliminating students' anxiety; Encourage students to learn oral English, help students control negative emotional factors and play the role of positive emotional factors and other countermeasures.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
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1 张静;;重视英语口语教学 整体提高英语水平[J];安徽文学(下半月);2011年09期
相关硕士学位论文 前1条
1 杨莹子;克拉申语言监控理论对小学英语教学的启示[D];上海师范大学;2009年
，本文编号：2298721
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