教育环境中的情感因素 ——关于听力教学

教育环境中的情感因素 ——关于听力教学

论文摘要

以人本主义心理学为理论基础的情感因素在外语教学中的作用举足轻重,但相对于以认知心理学为理论基础的认知因素而言,却往往为外语教师和研究者所忽视。特别是听力教学,外语界更多地是从心理语言学、认知语言学和二语习得等角度进行研究,对于听力教学中的情感因素却少有人问津。此外,传统听力课堂环境――语音设备人为地将师生隔离,教师充当放音设备的操作员,学生机械地听取材料,获得信息――严重地忽视了学生的情感因素。然而,情感因素在很大程度上影响着外语学习中的认知、理解、记忆等认知因素。Ernest Hilgard指出“除非情感作用扮演某个角色,否则纯粹的认知学习理论将会遭到排斥。”(Brown, 2001:134)。特别是外语听力课堂中的态度、动机、焦虑、自尊、移情、疲倦等情感因素,在很大程度上影响着学生的外语听力。本课题研究以人本主义教学理论为指导,探讨情感因素与听力教学的关系。通过定量和定性研究,探讨了动机、焦虑感及自尊等因素对听力教学的影响,并结合个人教学经验提出有效地改善听力教学,优化听力课堂的新教学方法。希望本研究能指导英语教师有效地开展听力教学,降低学生情感因素中的抑制作用,充分挖掘学生情感因素中的积极作用达到优化听力课堂的效果。

论文目录

  • Acknowledgements
  • Abstract
  • 摘要
  • Chapter 1 Introduction
  • 1.1 Background and significance of the research
  • 1.2 Structure of the thesis
  • Chapter 2 Psychological overview of affect
  • 2.1 Behaviorist psychology and audio-lingualism
  • 2.2 Cognitive psychology and communicative language teaching
  • 2.3 Humanistic psychology and humanistic approaches
  • 2.3.1 Implications of humanistic approaches
  • 2.3.2 Humanistic approaches to teaching English
  • 2.4 Affect and the role of teachers
  • 2.4.1 Definition of teaching
  • 2.4.2 Roles of teachers
  • 2.4.3 Teachers’beliefs
  • 2.5 Affect and the role of learners
  • 2.5.1 Definition of learning
  • 2.5.2 Roles of learners
  • 2.5.3 Learners’preferences and beliefs
  • Chapter 3 Teaching the listening skills
  • 3.1 A survey of listening
  • 3.1.1 The role of listening
  • 3.1.2 The nature of listening
  • 3.2 Input hypothesis and affective filter hypothesis
  • Chapter 4 Affect in the classroom
  • 4.1 Cognition and affect
  • 4.2 A survey of affect in the classroom
  • 4.2.1 Motivation
  • 4.2.2 Anxiety
  • 4.2.3 Self-esteem
  • 4.2.4 Extroversion and introversion
  • 4.2.5 Empathy
  • 4.2.6 Fatigue
  • Chapter 5 Affect in listening ---- an experimental study
  • 5.1 Purpose
  • 5.2 Methods
  • 5.3 Informants
  • 5.4 Procedures
  • 5.4.1 Motivation in listening class
  • 5.4.2 Anxiety in listening class
  • 5.4.3 Self-esteem in listening class
  • 5.4.4 Extroversion and introversion in listening class
  • Chapter 6 Discussion, limitations and implications
  • 6.1 Discussion
  • 6.1.1 Causes of anxiety
  • 6.1.2 New teaching techniques
  • 6.2 Limitations of the experiment
  • 6.3 Implications
  • 6.3.1 Implications for teaching
  • 6.3.2 Implications for learning
  • Chapter 7 Conclusion
  • Bibliography
  • Appendix I
  • Appendix II
  • Appendix III
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    教育环境中的情感因素 ——关于听力教学
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