筆者在多年的英語(yǔ)教學(xué)中發(fā)現(xiàn),大多數(shù)高職高專(zhuān)學(xué)生在學(xué)習(xí)中情緒消極,有些同學(xué)成績(jī)不理想。當(dāng)談到英語(yǔ)聽(tīng)力時(shí),有些成績(jī)較低的同學(xué)表明,除去他們自身的基礎(chǔ)因素,消極情緒造成他們的聽(tīng)力障礙,這一現(xiàn)象非常明顯。在很大程度上,阻礙了他們的聽(tīng)力學(xué)習(xí)。因此,筆者認(rèn)為有必要將積極的情緒喚醒和聽(tīng)力教學(xué)結(jié)合起來(lái)進(jìn)行研究。所以,筆者查閱了國(guó)內(nèi)外相關(guān)文獻(xiàn),對(duì)情緒、情緒喚醒、記憶、認(rèn)知和聽(tīng)力學(xué)習(xí)等方面的內(nèi)容,進(jìn)行了詳細(xì)的了解。在查閱古今中外的文獻(xiàn)過(guò)程中,筆者發(fā)現(xiàn)國(guó)內(nèi)對(duì)于積極的情緒喚醒理論的研究起點(diǎn)較晚,大多集中在中小學(xué)和本科院校的研究,對(duì)高職院校研究較少,而且,還沒(méi)發(fā)現(xiàn)將積極的情緒喚醒理論應(yīng)用于英語(yǔ)聽(tīng)力教學(xué)的相關(guān)研究,因此,筆者認(rèn)為把積極的情緒喚醒理論運(yùn)用于英語(yǔ)聽(tīng)力教學(xué),有很大的教學(xué)意義。本實(shí)驗(yàn)主要回答以下2個(gè)問(wèn)題:一、積極的情緒喚醒是否能提高學(xué)生的積極情緒值?二、積極的情緒喚醒是否能有效提高學(xué)生的英語(yǔ)聽(tīng)力能力?本研究持續(xù)一個(gè)學(xué)期（18周）的時(shí)間,筆者在山東醫(yī)學(xué)高等專(zhuān)科學(xué)校,找來(lái)影像,康復(fù)兩個(gè)專(zhuān)業(yè)的學(xué)生參與實(shí)驗(yàn),通過(guò)觀(guān)看視頻的方法,對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行情緒喚醒,控制班學(xué)生不看視頻,除此之外,兩班學(xué)生的教學(xué)方法沒(méi)有差別。一... 

【文章來(lái)源】：山東師范大學(xué)山東省

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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



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