ESA教学模式对高职非英语专业学生英语课堂焦虑影响的研究

发布时间：2018-04-10 13:18

本文选题：ESA教学模式 + 英语课堂焦虑　；参考：《山东师范大学》2017年硕士论文

【摘要】：目前,英语课堂焦虑在高职非英语专业学生中普遍存在。造成这种现象的一个重要原因,是由于传统的英语教学偏重于教师的讲解和终结性评价而忽略学生的课堂参与及形成性评价。所以要切实改善学生的课堂焦虑情况,就要调动起学生的学习热情和积极性。ESA教学模式通过投入,学习,及活动三个部分的灵活运用给学生提供了主动活动的机会,使教师和学生的角色发生了相应的转变。在ESA教学模式中,学生应被视为教学活动的主体,一切教学活动要符合学生的需要、兴趣和知识水平。教师不再是教学过程的主宰者,而是学生学习的引导者和合作者。为了研究ESA教学模式对于高职非英语专业学生英语课堂焦虑的影响,笔者采用定量与定性相结合的研究方法,在山东电子职业技术学院进行了为期16周的教学实验,实验对象为该校2015级会计电算化的两个班级。随机选择其中一个为实验班,采用ESA教学模式,另一个为控制班,采用传统的教学模式。该研究主要针对以下问题:1.ESA教学模式对高职非英语专业学生的英语课堂焦虑是否有影响?2.ESA教学模式对英语课堂焦虑不同维度的影响是否存在差异?3.ESA教学模式对不同水平学生的英语课堂焦虑的影响是否存在差异?实验过程中笔者采用了Horwitz的外语课堂焦虑调查量表问卷(FLCAS)、高校英语应用能力测试(PRETCO)、自编访谈问卷等实验工具。基于对问卷调查所得的各项数据的定量分析及对访谈的定性分析,可以得出以下研究结论:1.ESA教学模式对于高职学生的英语课堂焦虑产生了显著影响。2.对英语课堂焦虑的三个维度而言,学生的交际畏惧和负评价恐惧比考试焦虑得到了更加显著的改善。3.相比较于低水平和高水平学生的英语课堂焦虑,中水平学生的英语课堂焦虑得到了更加有效的缓解。总而言之,本研究证明了ESA教学模式能够缓解学生的英语课堂焦虑。根据以上研究,笔者对高职英语教学提出了一些建议,同时指出了本研究所存在的局限性,并为以后的研究提出了一些建议。
[Abstract]:At present, English classroom anxiety is prevalent among non-English majors in higher vocational colleges.An important reason for this phenomenon is that traditional English teaching emphasizes teachers' explanation and summative evaluation while neglecting students' classroom participation and formative evaluation.Therefore, in order to effectively improve the students' classroom anxiety, we must mobilize the students' enthusiasm and enthusiasm for studying. ESA teaching model provides students with opportunities for active activities through the flexible use of the three parts of input, study, and activities.The role of teachers and students has changed accordingly.In the ESA teaching mode, students should be regarded as the main body of teaching activities, all teaching activities should meet the needs of students, interest and knowledge level.The teacher is no longer the master of the teaching process, but the guide and collaborator of the student learning.In order to study the influence of ESA teaching mode on English classroom anxiety of non-English majors in higher vocational colleges, the author conducted a 16-week teaching experiment in Shandong Electronic Vocational and Technical College by combining quantitative and qualitative methods.The subjects of the experiment are two classes of 2015 grade accounting computerization.One of them was chosen as experimental class randomly, using ESA teaching mode and the other as control class, adopting the traditional teaching mode.This study focuses on the following questions: 1. Does ESA teaching model have any effect on English classroom anxiety of non-English major students in higher vocational colleges? 2.The influence of ESA teaching model on different dimensions of English classroom anxiety is different.Are there any differences in the effects of English classroom anxiety among students at the same level?In the course of the experiment, the author used Horwitz's Foreign language classroom anxiety questionnaire (FLCASX), the college English application ability test (PRETCOI), and the self-designed interview questionnaire and so on.Based on the quantitative analysis of questionnaire data and the qualitative analysis of interviews, the following conclusions can be drawn: 1. ESA teaching model has a significant impact on English classroom anxiety of vocational college students.For the three dimensions of English classroom anxiety, the students' fear of communication and negative evaluation improved more significantly than that of test anxiety.Compared with the low level and high level students, the English classroom anxiety of middle level students has been more effectively alleviated.All in all, this study proves that ESA teaching model can relieve students' English classroom anxiety.Based on the above research, the author puts forward some suggestions for higher vocational English teaching, points out the limitations of this study, and puts forward some suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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