全脑教学策略对非英语专业大学生英语学习情感变化的影响

论文摘要

人脑、宇宙和生命被列为世界三大科学之谜,开展对脑科学的深入研究是人类21世纪面临的最重大的挑战之一。随着20世纪90年代“认知神经科学”的兴起,各国著名大学纷纷建立跨学科、跨领域的认知神经科学实验室,越来越多的科学家旨在阐明人类认知活动的脑内过程。近十年来,脑与认知神经科学方面的研究成果大量涌现,并且其发展很快影响到教学。很多学者开始致力于将脑与认知神经科学方面的研究成果应用于课堂,开始探索全脑教学,以改变单纯重左脑的教学观为全脑共同发展的全脑教育观,鼓励并帮助学生全脑学习,提高学习效率,在快乐和谐的环境中学习。因此,中国的教师可以将这种全新的教学方法引入中国课堂,探索其教学成果。近几年来,国外学者已将全脑教学用于第二语言教学中,但很少有中国教师将全脑教学策略引入英语教学的课堂中,因此,有必要在中国实施这种教学策略以探索其对学生英语学习的影响。为此,本项研究运用定向分析与定量分析相结合的方法旨在探讨全脑教学策略对非英语专业大学生英语学习情感的影响,以及情感变化对学习行为的影响。首先,作者在参考已有的文献和研究的基础上设计了英语课堂学生学习动机状态问卷和大学英语全脑教学策略问卷,并对问卷进行多次修改,用因子分析和内在一致性检验保证问卷有较高的信度和效度。然后,作者在实验班和对照班分别实施全脑教学和传统教学,并对这些研究对象在实验前后进行了大脑半球优势,课堂学习动机状态以及教师全脑教学策略课堂使用频率的调查,运用统计软件SPSS17.0对所收集的数据进行了分析。此外,通过学生日志、访谈以及课堂观察定性分析方法,描述了学生英语学习情感以及行为的变化。最终本项研究结果如下:1.实验班和对照班学生大脑半球优势有所改变,但是其实验班改变程度呈现显著。2.学生全脑学习重要性意识有所增强。3.与前测相比,实验班学生在内在动机,外在动机,学习目标方面有所增强,但程度不显著,但其英语学习焦虑变化呈现显著,焦虑明显降低;而对照班学生英语学习内在动机明显下降,而英语学习焦虑程度有所增强。4.与前测相比,实验班学生课堂以及课后学习行为有所增强,自主性有所增强。5.学生的内在动机,外在动机以及学习行为与教师全脑教学策略课堂使用频率呈显著正相关。从以上研究结果可以说明全脑教学是一种比较理想的英语教学方法。

论文目录

• ABSTRACT
• 摘要
• Chapter One Introduction
• Chapter Two Literature Review
• 2.1 Brain Structure and Function
• 2.1.1 Outside Parts of the Brain
• 2.1.2 Inside Parts of the Brain
• 2.1.3 Brain Cells
• 2.2 Brain Imaging Research
• 2.3 Left and Right Hemisphere Theory
• 2.3.1 Left hemisphere functioning
• 2.3.2 Right hemisphere functioning
• 2.3.3 Left- and Right-Brain Characteristics
• 2.3.4 Whole Brain Functioning
• 2.3.5 Teaching to the Whole Brain: General Guidelines
• 2.3.6 Strategies for Teaching to the Whole Brain
• 2.4 Brain-based Learning and Teaching Theory
• 2.5 Body Movement and Brain
• 2.5.1 A New Role for the Cerebellum
• 2.5.2 Benefits of Body Movement in Language Teaching Class
• 2.6 The Educational Benefits of Listening to Music
• 2.7 Emotion, Brain and Learning
• 2.7.1 Definitions of Emotion
• 2.7.2 Origin of Emotions
• 2.7.3 Emotions in language learning
• 2.8 Applications of Brain-based Teaching Strategies in Classroom Instruction at Home and Abroad
• Chapter Three Research Design
• 3.1 Introduction
• 3.2 Research Design for the Quantitative Research
• 3.2.1 Subjects
• 3.2.2 Instruments
• 3.2.3 Administering the Questionnaire
• 3.2.4 Data Analysis
• 3.2.5 Implementation of The Whole Brain Teaching Strategy-based Instruction in EFL Classroom
• 3.3 Research Design for the Qualitative Research
• 3.3.1 Purposes
• 3.3.2 Subjects of Qualitative Research
• 3.3.3 Data Collection: Class Observation, Interview and Journal
• 3.4 Cross Study of Quantitative and Qualitative Research
• 3.5 Summary
• Chapter Four Results and Discussion
• 4.1 The Choice of Experimental Group and Control Group
• 4.2 Testing Structural Validity and Reliability of Constructed Questionnaires
• 4.2.1 Item Analysis for the Constructed Motivation Survey Questionnaire
• 4.2.2 Item Analysis for the Constructed Questionnaire of Whole Brain Teaching Strategies Used in EFL Class
• 4.2.3 Results of Questionnaire Validity and Reliability
• 4.3 The Influence of WBTSI in EFL Class on Learners’Hemispheric Preferences
• 4.3.1 Comparison of Hemispheric Preferences Between Pretest and Posttest in the Experimental Group
• 4.3.2 Comparison of Hemispheric Preferences Between Pretest and Posttest in the Control Group
• 4.4 The Influence of WBTSI in EFL Class on Learners’Emotion
• 4.4.1 Comparison of CSELMS in Pretest Between Two Groups
• 4.4.2 Comparison of CSELMS in the Control Group Between Pretest and Posttest..
• 4.4.3 Comparison of CSELMS in the Experimental Group Between Pretest and Posttest
• 4.4.4 Comparison of CSELMS in Posttest Between Two Groups
• 4.5 The Influence of WBTSI in EFL Class on Learners’Learning Behaviors
• 4.5.1 Comparison of Learners’Learning Behaviors in the Experimental Group Between Pretest and Posttest
• 4.5.2 Comparison of Learners’Learning Behaviors in the Control Group Between Pretest and Posttest
• 4.6 Relationship Between Whole Brain Teaching Strategies and Student English Learning Motivational State
• 4.6.1 Findings about Whole Brain Teaching Strategies
• 4.6.2 Relationship Between Whole Brain Teaching Strategies Use and Student English Learning Motivational State
• 4.7 Findings on Evaluations from the Experimental Group on the Whole Brain Teaching Strategies
• 4.8 Findings from Interview with the Cases and Their Journals
• 4.8.1 Findings on Cases’Awareness of the Whole Brain Teaching and Learning
• 4.8.2 Findings on Cases’Changes in English Learning Motivation
• 4.8.3 Findings on Cases’Changes in Learning Behaviors
• 4.9 Findings from the Class Observation
• 4.9.1 Attention
• 4.9.2 Participation
• 4.9.3 Volunteering
• Chapter Five Conclusion and Suggestions
• 5.1 Summary of the Study
• 5.2 Pedagogical Implications
• 5.3 Limitations of the Study
• 5.4 Suggestions for Future Study
• Bibliography
• APPENDIX
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Appendix E
• Appendix F
• Appendix G
• Appendix H
• ACKNOWLEDGEMENTS
• PUBLISHED PAPERS