活动理论视阈下的高中英语口语实体课堂与网络课堂中学生焦虑的对比研究

发布时间：2018-04-19 21:40

本文选题：外语学习焦虑 + 活动理论　；参考：《东北师范大学》2017年硕士论文

【摘要】：外语课堂焦虑是语言学习过程中阻碍语言学习的情感因素之一。它影响二语学习者的语言输入,理解和输出。研究显示外语学习焦虑对口语的负面影响远大于其对阅读,写作等其他课堂的影响。当学生在外语口语课堂有较高的焦虑时,将学生的焦虑水平降至合理范围之内有助于其学习效果的提高。近来依托各种平台的英语网络课程层出不穷,微信作为一种相当普及的移动社交软件,可以实现建群功能,集图片、语音、文字消息发送和共享于一体,其开放性、共享性、协同性和互动性的特征,适合于于英语课程的组织开展.尤其微信课程主要通过语音信息互动教学,有人认为其有利于学生缓解在实体课堂上公共发言的紧张感。在本文研究的外国语中学里,大部分学生以出国读本科为目标。该校的六十二名外国语学校高二学生被平均分成两组,对其进行的外语课堂焦虑量表测试显示两组学生英语口语课堂焦虑程度水平相近。随后实验组学生通过微信参加网络口语课程,而控制组仍接受传统实体口语课程,该对比实验教学共持续一个月,每周两次。一个月后的后测显示,两组学生之间的外语课堂焦虑水平仍不显著。本文以第三代活动理论为框架,从十六名实验组样本同学的角度出发,通过访谈分析了两种课堂模式之间的矛盾(contradictions),并探究了网络课堂作为学生学习的中介手段,如何影响学生的整体学习活动及学生的外语课堂整体焦虑水平。本研究得出:1.以出国读本科为目标的外国语学校的高二学生的外语学习焦虑水平相对偏高;2.与传统口语课堂相比,微信网络口语课堂在一个月内对缓解外国语学校高中生对于口语课堂的焦虑的实际作用不显著;3.但通过基于活动理论框架的访谈得出,网络课堂作为学生学习的中介手段会对学生的整体学习活动产生影响,并为学生的学习活动带来新的内在矛盾(contradictions),矛盾的内在波动抵消是造成学生课堂焦虑整体变化不显著的原因。
[Abstract]:Foreign language classroom anxiety is one of the affective factors hindering language learning. It affects second language learners' language input, understanding and output. The study shows that the negative effects of foreign language learning anxiety on oral English are far greater than those on reading, writing and other classes. When students have higher anxiety in oral English class, reducing their anxiety level to a reasonable range is helpful to improve their learning effect. Recently, English online courses based on various platforms have emerged in endlessly. WeChat, as a fairly popular mobile social software, can build group functions, collect pictures, voice, text messages and send and share them in one body, with its openness and sharing. The characteristics of synergy and interactivity are suitable for the organization of English courses. In particular, WeChat course mainly through the interactive teaching of phonetic information, some people think that it helps students ease the tension of public speaking in the physical classroom. In the foreign language middle school studied in this paper, most students aim to study abroad. 62 foreign language high school sophomores were divided into two groups. The foreign language classroom anxiety scale test showed that the two groups had similar anxiety level in oral English classroom. Then the experimental group took part in the online oral course through WeChat, while the control group still accepted the traditional physical oral course. The comparative experimental teaching lasted for one month, twice a week. A month later, a post-test showed that the level of foreign language classroom anxiety between the two groups was still not significant. Based on the third-generation activity theory, this paper, from the perspective of 16 experimental group sample students, analyzes the contradiction between the two kinds of classroom models through interviews, and probes into the network classroom as an intermediary means for students to learn. How to affect students' overall learning activities and students' overall anxiety level in foreign language classes. This study shows that 1: 1. The foreign language students in the foreign language school whose goal is to study abroad have a relatively high level of foreign language anxiety. Compared with the traditional oral English classroom, the online oral English classroom in WeChat has no significant effect on relieving the anxiety of the senior high school students in the foreign language school within one month. However, through the interviews based on the framework of activity theory, it is concluded that the network classroom as an intermediary means of students' learning will have an impact on the overall learning activities of students. It also brings new internal contradictions to students' learning activities. The inner fluctuation of contradictions is the reason why the overall change of students' classroom anxiety is not significant.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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