摘要
文章以国内6个省份7所高校的374名非英语专业大学生为研究对象,考察了正念、外语课堂焦虑和英语课堂行为的情况,并探究了三者之间的关系。研究结果显示:正念、外语课堂焦虑和英语课堂行为均存在较大的改进空间;总体而言,正念、外语课堂焦虑和英语课堂行为两两显著相关;外语课堂焦虑在正念与英语课堂行为之间具有部分中介效应。这些发现为提升大学英语教学质量提供了启示:引入正念冥想等心理治疗手段;指导学生进行情感调节和外语交际策略训练,并尽量减少负面评价;开展以学生为中心的课堂活动,营造和谐的课堂文化氛围。
This paper investigates the relationships among mindfulness, foreign language classroom anxiety （FLCA）,and English classroom behavior （ECB） of 374 non-English major students in China from seven universities in 6 provinces. Results show that （1） the students＇ mindfulness,FLCA and ECB need to be improved; （2） the learners＇ mindfulness,FLCA and ECB are highly correlated with one another; （3） FL- CA partially mediates the relationship between mindfulness and ECB. These findings provide implications for better foreign language teaching. Firstly, teachers can integrate psychological activities like mindfulness medi- tation into foreign language teaching. Secondly, teachers can guide students to develop strategies for emotion mediation and foreign language communication, reducing negative assessment at the same time. Thirdly, teachers have to organize more student-centered activities and cultivate a harmonious atmosphere for language learning.
出处
《浙江外国语学院学报》
2017年第3期61-68,共8页
Journal of Zhejiang International Studies University
关键词
正念
外语课堂焦虑
英语课堂行为
mindfulness
foreign language classroom anxiety
English classroom behavior
