摘要
通过问卷调查和访谈的方式研究了影响学习者自主学习能力提高的三个重要情感因素:焦虑、学习动机、学习态度。研究表明,大多数受试者在网络环境下的大学英语自主学习中呈现出适度焦虑的心理状态,但仍有少部分学生存在着一定程度的焦虑;学习者的工具性动机高于融入性动机;学习者有一定的自主学习意识,但是对自己在自主学习中的角色不够明确。针对这些发现,提出了相应的教学建议。
By means of questionnaires and interviews, this paper studies the students＇ affective factors in the web-based autonomous learning：anxiety, learning motivation and learning attitude. The results show that most of the college students are moderately interfered with language learning anxiety, but English autonomous learning anxiety still exists in some fields. Autonomous learners＇ instrumental motivation is higher than their integrative motivation. Moreover, most learners have the autonomous learning awareness, but they don＇ t show a favorable understanding of their role in the autonomous learning process. This paper also puts forward some suggestions on how to improve the effects of web-based autonomous learning.
出处
《吉林化工学院学报》
CAS
2014年第12期9-12,共4页
Journal of Jilin Institute of Chemical Technology
基金
沈阳建筑大学第八批教育科学研究二级立项课题(201405)
辽宁省"十二五"高校外语教学改革专项课题(WYYB13156)
关键词
情感因素
大学英语
自主学习
网络环境
affective factor
college English
autonomous learning
web-based environment
