摘要
基于对358名大学生的问卷调查,通过探索性因子分析和混合效应模型的方法,考察了不同专业背景大学生英语学习情感投入的构成及其对英语成绩的预测作用。结果显示:英语专业学生的英语学习情感投入由对教学环境满意度、积极在校体验、对教师认同度、消极情感、学习兴趣和学习信心构成,而非英语专业学生的情感投入仅包括对教学环境满意度、对教师认同度、学习兴趣/信心和学习价值四个维度;学习兴趣、学习信心和积极在校体验能显著预测英语专业学生的成绩,其中学习兴趣具有最强预测力;非英语专业学生的英语成绩仅被学习兴趣/信心单个维度所显著预测。
Based on a survey of 358 university students,this study examines the components of affective engagement with English learning and its predictive effect on English performance for students from different disciplinary backgrounds through exploratory factor analysis and mixed-effects modeling.The results show that:English-major students’affective engagement with English learning is composed of satisfaction with the teaching environment,positive school experience/sense of belonging to the school,identification with teachers,negative emotions,learning interest,and learning confidence,while non-English major students’affective engagement only includes four subdimensions:satisfaction with the teaching environment,identification with teachers,learning interest/confidence,and learning value;Learning interest,learning confidence,and positive school experience/sense of belonging to the school can significantly predict English major students’English performance,with learning interest showing the strongest predictive power;Non-English major students’English performance was only significantly predicted by learning interest/confidence.
作者
方南
陈卓
刘桂萍
陈楚华
FANG Nan;CHEN Zhuo;LIU Guiping;CHEN Chuhua(School of Foreign Studies,Shaoguan University,Shaoguan 512005,Guangdong,China;Department of General Courses,Guangzhou Panyu Polytechnic,Guangzhou 511483,Guangdong,China)
出处
《韶关学院学报》
2023年第11期21-25,共5页
Journal of Shaoguan University
基金
韶关学院引进人才科研经费项目“练习因素对二语搭配显隐性知识习得的影响研究”
广州番禺职业技术学院教育教学改革重点项目“高职外语教育‘师生情绪共同体’构建研究”(2023JG04)。
关键词
英语学习
情感投入
英语成绩
不同专业背景
English learning
affective engagement
English performance
different disciplinary backgrounds
