合作学习对学生外语学习动机和学习焦虑影响的实证研究

发布时间：2018-03-24 10:14

本文选题：合作学习　切入点：外语学习动机　出处：《山西财经大学》2017年硕士论文

【摘要】：学习者的情感因素对他们的学习至关重要,国内外众多研究者对此投入了极大关注。这些情感因素包括学习态度、学习信念、学习焦虑、学习动机等等。而在这些情感因素中,动机和焦虑对学生学习成败起到了举足轻重的作用。多项研究显示:动机会影响学习的独立性、专注度以及学习技巧的应用,最终动机对学生的影响会体现在他们的学习成绩上。焦虑是一种复杂的情绪,许多学生在使用英语和同伴交流时,会觉得不自在,这种不安就是焦虑。焦虑对语言习得的三个阶段(输入、加工和输出)都有很大影响。焦虑与学习者的动机、态度、自我评估及学习成绩密切相关。合作学习是一种全新的教学模式,近年来越来越受到人们的欢迎。合作学习将全班进行分组,之后以小组的形式展开教学活动,学生通过互相合作共同完成一项任务。合作学习对外语学习有很大影响:(1)能够增强学生的自尊和自信;(2)能够激发学生学习英语的动力;(3)能够为学生提供更多的机会去用英语和同伴进行交流;(4)能够降低学生的外语学习焦虑。本文旨在实证调查合作学习是否真的对提高外语学习动机、降低外语学习焦虑有效。本论文的研究问题如下:1.大学生的外语学习动机和学习焦虑现状如何?2.合作学习如何影响大学生的学习动机和学习焦虑?3.大学生对合作学习持什么样的态度?为了回答以上三个问题,本研究进行了为期一个学期的实验。本研究的研究对象是来自中国北方某高校的55名二年级的非英语专业学生。他们分别来自两个自然班,一个班29人,作为实验班,采用合作学习教学;另一个班26人,作为对照班,采用传统教学。在本实验中,笔者采用定量和定性相结合的方法来收集数据。研究工具包括一次英语水平测试、三次英语学习动机问卷、三次外语课堂焦虑问卷、一次需求分析问卷和一次访谈。笔者运用统计软件SPSS20.0对所有的实验数据进行了分析。结果表明:(1)目前大学生在英语课堂上存在着学习动机不足、焦虑偏高的情况;(2)和传统教学相比,合作学习可以有效缓解大学生英语课堂焦虑,但对英语学习动机没有显著影响;(3)大学生对合作学习普遍接受,认为合作学习是学习英语的一种有效方式。因此,根据研究结果,笔者建议大学英语课堂可以采用合作学习。
[Abstract]:Learners' affective factors are of great importance to their learning, and many researchers at home and abroad have paid great attention to them. These affective factors include learning attitude, learning beliefs, learning anxiety, learning motivation and so on. Motivation and anxiety play an important role in the success or failure of students' learning. Several studies have shown that motivation affects learning independence, concentration and the application of learning skills. The effect of final motivation on students is reflected in their academic performance. Anxiety is a complex emotion, and many students feel uncomfortable when they use English to communicate with their peers. Anxiety is anxiety. Anxiety has a great effect on the three stages of language acquisition (input, processing and output). Anxiety and learners' motivation and attitude, Self-assessment and academic achievement are closely related. Cooperative learning is a new teaching model, which has become more and more popular in recent years. Cooperative learning groups the whole class and then carries out teaching activities in groups. Cooperative learning has a great impact on foreign language learning. (1) it can enhance students' self-esteem and self-confidence. 2) it can stimulate students' motivation to learn English. The purpose of this paper is to investigate whether cooperative learning really improves the motivation of foreign language learning. Reducing foreign language learning anxiety is effective. The research questions in this thesis are as follows: 1. What is the current situation of college students' foreign language learning motivation and anxiety? 2. How does cooperative learning affect college students' learning motivation and anxiety? 3. What is the attitude of college students towards cooperative learning? In order to answer the above three questions, this study carried out a one-semester experiment. The subjects of this study were 55 non-English majors from a university in northern China. They were from two natural classes. One class of 29 students, as the experimental class, the use of cooperative learning teaching; the other class of 26, as a control class, using traditional teaching. In this experiment, The research tools include one English proficiency test, three English learning motivation questionnaires and three foreign language classroom anxiety questionnaires. A needs analysis questionnaire and an interview. The author analyzed all the experimental data by using the statistical software SPSS20.0. The results show that there is a lack of motivation for college students in English classroom. Compared with traditional teaching, cooperative learning can effectively relieve English classroom anxiety of college students, but it has no significant effect on English learning motivation. It is believed that cooperative learning is an effective way to learn English. Therefore, according to the results of the study, the author suggests that cooperative learning can be adopted in college English classroom.
【学位授予单位】：山西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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