英語青少年文學(xué)讀物對培養(yǎng)學(xué)生積極情感的作用
發(fā)布時(shí)間：2021-06-11 18:58
本文圍繞英語少年文學(xué)讀物對培養(yǎng)高中學(xué)生積極情感的作用展開調(diào)查和討論。作者首先回顧了國內(nèi)外有關(guān)情感策略對二語外語學(xué)習(xí)影響的理論與實(shí)證研究,發(fā)現(xiàn)積極的情感態(tài)度可以促進(jìn)語言的學(xué)習(xí)效果。但同時(shí)發(fā)現(xiàn),在把英語作為外語學(xué)習(xí)的中國,對英語學(xué)習(xí)中運(yùn)用情感策略的研究主要針對于大學(xué)英語學(xué)習(xí)者,在中學(xué)課堂運(yùn)用情感策略促進(jìn)英語教學(xué)的研究還不多見,而運(yùn)用英語青少年文學(xué)讀物作為新型閱讀材料對中學(xué)生積極學(xué)習(xí)情感培養(yǎng)的研究在國內(nèi)還是空白。 國家在2001年頒布的《高中英語課程標(biāo)準(zhǔn)》對學(xué)生綜合運(yùn)用語言技能的能力提出了新的要求,綜合運(yùn)用語言技能的能力形成必須建立在語言知識(shí)、語言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整合發(fā)展的基礎(chǔ)上。語言學(xué)習(xí)中情感的培養(yǎng)被認(rèn)為是影響學(xué)生學(xué)習(xí)和發(fā)展的重要因素。配合新課標(biāo)提出的目標(biāo)和要求,北京市部分高中開設(shè)了以開發(fā)學(xué)生學(xué)習(xí)興趣為目的的英語選修課。但根據(jù)本文作者及首師大課外閱讀調(diào)研小組對北京市部分高中學(xué)生及教師進(jìn)行的調(diào)查發(fā)現(xiàn):大多數(shù)學(xué)校認(rèn)為在培養(yǎng)積極學(xué)習(xí)情感方面很難達(dá)到新課標(biāo)的要求。學(xué)生及教師疲于應(yīng)付高考,課外閱讀量很少,讀一點(diǎn)點(diǎn)也是為了做題應(yīng)考,并不是為了交流思想表達(dá)情感或培養(yǎng)學(xué)生學(xué)習(xí)...
【文章來源】：首都師范大學(xué)北京市
【文章頁數(shù)】：73 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
Acknowledgements
Chapter 1 Introduction
Chapter 2 Theories and Researches on Affect in Language Learning
2.1 The Dimensions of Affect
2.1.1 Affect: Definitions
2.1.2. Individual Factors
2.1.2.1 Motivation
2.1.2.2 Attitude
2.1.2.3 Self-confidence
2.1.2.4 Inhibition
2.1.2.5 Empathy
2.1.2.6 Willingness to communicate
2.1.3 Relational Factors
2.1.3.1 Classroom transaction
2.1.3.2 Learning environment
2.1.3.3 Group Dynamics
2.1.3.4 Cross-cultural process
2.2 Theories and Researches on Affect in Educationand Language Learning
Chapter 3 Theories and Researches on Reading and Literature Reading
3.1 Background Theories on Reading
3.2 Theories of Literature Reading
3.2.1 Reader Response Criticism and Reception Aesthetics
3.2.2 Structuralism
3.2.3 Krashen's Affective Filter Hypotheses
Chapter 4 The Current Reading Materials in Senior Highs and the Characteristics of YAL
4.1 The Current Reading Materials in Senior Highs and Their Limitations
4.2 The Definition of YAL
4.3 The Characteristics of YAL
4.4 The Necessities to Include YAL in Senior High School English Curriculum
Chapter 5 Experimenting with Using YAL Reading Materials in Senior High School: Research Procedure
5.1 Obj ectives of the Study
5.2 A Survey of the English Elective Class Operation and the Learners' Affect for English Learning in Senior High School
5.2.1 Participants
5.2.2 Data Analysis of the Questionnaires
5.3 Using YAL Materials in a Senior High School-Research Procedure
5.3.1 Participants
5.3.2 Methods
5.3.3 Hypothesis
5.3.4 Results
Chapter 6 The Power of YAL Reading in Fostering Learners' Positive Affect
6.1 Results and Interpretations
6.1.1 Mean Scores Comparison of Each item between the Experimental Group and Control Group
6.1.2 Total Mean Scores Comparison of Each Variable between the Experimental Group and Control Group
6.2 Other Findings from the Study
6.2.1 Numbers of Pages Read by the Experimental Group Learners
6.2.2 Decision of Reading in English After YAL Program
6.2.3 Other Benefits of YAL Reading
6.3 Qualitative Evidence about the Power of YAL Reading Material
6.4 Conclusion
Chapter 7 Implications for Conducting YAL Reading at Secondary English Level
References
Appendices
【參考文獻(xiàn)】：
期刊論文
[1]英語學(xué)習(xí)與自我認(rèn)同變化——對大學(xué)本科生的定量考察[J]. 高一虹,程英,趙媛,周燕. 外語教學(xué)與研究. 2003(02)
[2]情感因素對大學(xué)英語教學(xué)的影響——理論與實(shí)證研究[J]. 項(xiàng)茂英. 外語與外語教學(xué). 2003(03)
[3]外語課堂合作學(xué)習(xí)中的情感與認(rèn)知因素[J]. 郭書彩. 國外外語教學(xué). 2002(02)
[4]非英語專業(yè)大學(xué)生學(xué)習(xí)動(dòng)機(jī)的內(nèi)在結(jié)構(gòu)[J]. 秦曉晴,文秋芳. 外語教學(xué)與研究. 2002(01)
[5]回顧與展望——第三屆中國英語教學(xué)國際研討會(huì)紀(jì)要[J]. 蔣祖康. 外語教學(xué)與研究. 2001(04)
[6]外語學(xué)習(xí)焦慮及其對外語學(xué)習(xí)的影響——國外相關(guān)研究概述[J]. 王銀泉,萬玉書. 外語教學(xué)與研究. 2001(02)
[7]外語學(xué)習(xí)中的認(rèn)知和情感需要[J]. 王初明. 外語界. 1991(04)
本文編號：3225101
【文章來源】：首都師范大學(xué)北京市
【文章頁數(shù)】：73 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
Acknowledgements
Chapter 1 Introduction
Chapter 2 Theories and Researches on Affect in Language Learning
2.1 The Dimensions of Affect
2.1.1 Affect: Definitions
2.1.2. Individual Factors
2.1.2.1 Motivation
2.1.2.2 Attitude
2.1.2.3 Self-confidence
2.1.2.4 Inhibition
2.1.2.5 Empathy
2.1.2.6 Willingness to communicate
2.1.3 Relational Factors
2.1.3.1 Classroom transaction
2.1.3.2 Learning environment
2.1.3.3 Group Dynamics
2.1.3.4 Cross-cultural process
2.2 Theories and Researches on Affect in Educationand Language Learning
Chapter 3 Theories and Researches on Reading and Literature Reading
3.1 Background Theories on Reading
3.2 Theories of Literature Reading
3.2.1 Reader Response Criticism and Reception Aesthetics
3.2.2 Structuralism
3.2.3 Krashen's Affective Filter Hypotheses
Chapter 4 The Current Reading Materials in Senior Highs and the Characteristics of YAL
4.1 The Current Reading Materials in Senior Highs and Their Limitations
4.2 The Definition of YAL
4.3 The Characteristics of YAL
4.4 The Necessities to Include YAL in Senior High School English Curriculum
Chapter 5 Experimenting with Using YAL Reading Materials in Senior High School: Research Procedure
5.1 Obj ectives of the Study
5.2 A Survey of the English Elective Class Operation and the Learners' Affect for English Learning in Senior High School
5.2.1 Participants
5.2.2 Data Analysis of the Questionnaires
5.3 Using YAL Materials in a Senior High School-Research Procedure
5.3.1 Participants
5.3.2 Methods
5.3.3 Hypothesis
5.3.4 Results
Chapter 6 The Power of YAL Reading in Fostering Learners' Positive Affect
6.1 Results and Interpretations
6.1.1 Mean Scores Comparison of Each item between the Experimental Group and Control Group
6.1.2 Total Mean Scores Comparison of Each Variable between the Experimental Group and Control Group
6.2 Other Findings from the Study
6.2.1 Numbers of Pages Read by the Experimental Group Learners
6.2.2 Decision of Reading in English After YAL Program
6.2.3 Other Benefits of YAL Reading
6.3 Qualitative Evidence about the Power of YAL Reading Material
6.4 Conclusion
Chapter 7 Implications for Conducting YAL Reading at Secondary English Level
References
Appendices
【參考文獻(xiàn)】：
期刊論文
[1]英語學(xué)習(xí)與自我認(rèn)同變化——對大學(xué)本科生的定量考察[J]. 高一虹,程英,趙媛,周燕. 外語教學(xué)與研究. 2003(02)
[2]情感因素對大學(xué)英語教學(xué)的影響——理論與實(shí)證研究[J]. 項(xiàng)茂英. 外語與外語教學(xué). 2003(03)
[3]外語課堂合作學(xué)習(xí)中的情感與認(rèn)知因素[J]. 郭書彩. 國外外語教學(xué). 2002(02)
[4]非英語專業(yè)大學(xué)生學(xué)習(xí)動(dòng)機(jī)的內(nèi)在結(jié)構(gòu)[J]. 秦曉晴,文秋芳. 外語教學(xué)與研究. 2002(01)
[5]回顧與展望——第三屆中國英語教學(xué)國際研討會(huì)紀(jì)要[J]. 蔣祖康. 外語教學(xué)與研究. 2001(04)
[6]外語學(xué)習(xí)焦慮及其對外語學(xué)習(xí)的影響——國外相關(guān)研究概述[J]. 王銀泉,萬玉書. 外語教學(xué)與研究. 2001(02)
[7]外語學(xué)習(xí)中的認(rèn)知和情感需要[J]. 王初明. 外語界. 1991(04)
本文編號：3225101
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