积极的情绪唤醒对高职高专学生英语听力的影响

发布时间：2021-05-23 04:38

　　笔者在多年的英语教学中发现,大多数高职高专学生在学习中情绪消极,有些同学成绩不理想。当谈到英语听力时,有些成绩较低的同学表明,除去他们自身的基础因素,消极情绪造成他们的听力障碍,这一现象非常明显。在很大程度上,阻碍了他们的听力学习。因此,笔者认为有必要将积极的情绪唤醒和听力教学结合起来进行研究。所以,笔者查阅了国内外相关文献,对情绪、情绪唤醒、记忆、认知和听力学习等方面的内容,进行了详细的了解。在查阅古今中外的文献过程中,笔者发现国内对于积极的情绪唤醒理论的研究起点较晚,大多集中在中小学和本科院校的研究,对高职院校研究较少,而且,还没发现将积极的情绪唤醒理论应用于英语听力教学的相关研究,因此,笔者认为把积极的情绪唤醒理论运用于英语听力教学,有很大的教学意义。本实验主要回答以下2个问题:一、积极的情绪唤醒是否能提高学生的积极情绪值?二、积极的情绪唤醒是否能有效提高学生的英语听力能力?本研究持续一个学期（18周）的时间,笔者在山东医学高等专科学校,找来影像,康复两个专业的学生参与实验,通过观看视频的方法,对实验班学生进行情绪唤醒,控制班学生不看视频,除此之外,两班学生的教学方法没有差别。一... 

【文章来源】：山东师范大学山东省

【文章页数】：95 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Emotional Arousal
        2.1.1 Definitions of Emotion and Emotional Arousal
        2.1.2 Physiological Mechanism of Emotional Arousal
        2.1.3 Relationship among Emotion,Listening,Memory and Cognition
        2.1.4 Relevant Studies on Emotional Arousal Abroad and at Home
    2.2 Active Emotional Arousal and Related Concepts
        2.2.1 Active Emotional Arousal
        2.2.2 Achievement Motivation and Self-Efficacy
        2.2.3 Positive Emotions and Facial Expressions
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interviews
    3.4 Research Environment and Materials
    3.5 Research Procedures
    3.6 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effect of Active Emotional Arousal on the Participants’Positive Emotional Values
    4.2 Effect of Active Emotional Arousal on the Participants' English Listening Abilities
        4.2.1 Independent Sample T-Test and Paired Sample T-Test of the English Listening Scores
        4.2.2 Regression Analysis of Emotional Arousal,Self-Efficacy and Achievement Motivation in EC
            4.2.2.1 Correlation Analysis of Emotional Arousal,Achievement Motivation and Self-efficacywith Post-test Listening Scores in EC
            4.2.2.2 Multiple Linear Regression Analysis of the Effect of Achievement Motivation,Emotionand Self-efficacy Scores on the Post-test Listening Performance in EC
    4.3 Discussion
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for the Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
Publications
Acknowledgements



本文编号：3202299