艺体新生大学英语情感投入与自主学习能力的关系研究

A Study on Affective Engagement and Its Relationship With Learner Autonomy to New Undergraduates of Arts and Sports Majors

研究采用问卷调查和访谈的形式探讨189名艺体新生的大学英语情感投入与自主学习能力的关系,发现艺体新生的英语情感投入和自主学习能力处于中等水平,英语情感投入与自主学习能力及其五个维度(即目的要求、策略监控、过程评估、使用策略和目的计划),存在显著中度正相关关系且具有线性趋势,其中与目的要求的线性关系最强。基于研究结果,教师应意识到英语情感投入对自主学习能力的积极作用,并采用一系列措施提高艺体新生的英语情感投入。

This study,via questionnaire and interview,examines the relationship between English affective engagement and learning autonomy of 203 new undergraduates majoring arts and sports.The results show that their affective engagement and learning autonomy are in middle level.Moreover,English affective engagement is positively correlated to the five dimensions of learning autonomy(i.e.aims and requirements,monitoring learning strategies,evaluating learning process,the use of learning strategies,goals and plans).English affective engagement is proved to have a linear relationship with learning autonomy in general,and a stronger linear relationship with aims and requirements in particular.Based on the findings,teachers need to be aware of the positive affect of English affective engagement to learning autonomy,and take measures to promote English affective engagement of new undergraduates of arts and sports majors.