学生因素导致的大学英语课堂消极沉默现象的调查研究

发布时间：2018-06-11 18:21

  本文选题：学生因素 + 消极沉默　； 参考：《内蒙古师范大学》2016年硕士论文

【摘要】：社会生活的信息化和经济的全球化,使英语的重要性日益突出。随着中国的国际化,英语的应用范围越来越广。然而,中国学生在学习了十年左右的英语之后,应用能力却不尽人意。在大学英语课堂上,学生本应提高语言应用能力,但大多数学生却保持消极沉默。这更不利于学生英语应用能力的培养及提高,所以研究者认为有必要进一步了解大学生的课堂消极沉默现象。本研究通过调查问卷、课堂观察和学生及教师的访谈探究大学生的课堂消极沉默现象。本研究的调查对象为包头师范学院200名非英语专业的大一学生。本研究旨在探讨:(1)非英语专业大学生在英语课堂上的消极沉默程度如何?(2)导致非英语专业大学生英语课堂消极沉默的主要学生因素有哪些?本研究采用了定量分析和定性分析相结合的方法。首先,研究者使用PASW17.0对问卷进行了数据分析,其次,研究者对英语课堂观察记录表进行了整理,最后结合学生及教师的访谈对数据进行了解释。研究结果表明:(1)非英语专业大学生英语课堂消极沉默现象非常严重,一半以上的学生在英语课堂上保持消极沉默。(2)导致学生英语课堂消极沉默的原因从学生课堂输出,情感,互动方面分析,具体包括:学生的英语水平有限,自信心的缺乏,过度的焦虑,工具型的英语学习动机,受中国文化的影响,以及学生课堂参与、互动的意识不足。基于以上研究结果,研究者总结出以下教学启示:首先,学生在教师的帮助下要加强练习,逐渐树立学习英语的自信心,教师对学生的进步要给予肯定,使学生逐渐参与到课堂中,逐步提高英语水平。其次,学生要进行自我鼓励,根据自身情况建立合理的短期和长期学习的计划来克服心理焦虑,激发学习动机。最后学生要增强课堂参与互动的意识,教师要增加课堂互动形式,提高学生的积极性,最终改善英语课堂消极沉默现象。
[Abstract]:With the information of social life and the globalization of economy, the importance of English is becoming more and more important. With the internationalization of China, English is used more and more widely. However, after learning English for about ten years, Chinese students' ability to use English is not satisfactory. In college English class, students are supposed to improve their language application ability, but most students remain passive and silent. This is not conducive to the cultivation and improvement of students' ability to use English, so the researcher thinks that it is necessary to further understand the phenomenon of negative silence in class. This study explores the negative silence of college students by questionnaire, classroom observation and interviews with students and teachers. The subjects of this study are 200 non-English major freshmen in Baotou normal University. The purpose of this study is to explore the degree of passive silence of non-English majors in the English classroom. What are the main factors leading to the negative silence of non-English majors in English classroom? The method of combining quantitative analysis and qualitative analysis is used in this study. First, the researcher uses PASW 17.0 to analyze the data of the questionnaire. Secondly, the researcher collates the English classroom observation form, and finally explains the data with interviews with students and teachers. The results show that: 1) the phenomenon of negative silence in English classroom is very serious among non-English majors, and more than half of the students keep passive silence in English classroom. The interactive analysis includes: students' limited English proficiency, lack of self-confidence, excessive anxiety, instrumental motivation for English learning, influenced by Chinese culture, and students' lack of awareness of interaction. Based on the above research results, the researchers concluded the following teaching implications: first, students should strengthen their practice with the help of teachers, gradually build up their self-confidence in learning English, and teachers should give affirmation to the progress of students. Make the students gradually participate in the classroom, and gradually improve the English level. Secondly, students should encourage themselves and establish reasonable short-and long-term learning plans according to their own conditions to overcome psychological anxiety and stimulate learning motivation. Finally, students should enhance their awareness of classroom interaction, teachers should increase the form of classroom interaction, improve students' enthusiasm, and finally improve the phenomenon of negative silence in English classroom.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319
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本文编号：2006229