情感因素对大学英语课堂参与行为的影响

The Influence of Affective Factors on College English Classroom Participation Behavior

以112名非英语专业学生为被试者,运用定量研究方法,对他们英语课堂参与模式与6种情感因素及英语学习成绩进行了相关性研究,并对教师课堂活动类型使用及学生对课堂活动类型认同状况的均值进行了比较。结果显示:学生言语性课堂活动较非言语性课堂活动对其综合英语水平的影响显著,尤其是口语水平;而学生在参与言语性课堂活动时又明显受到自身6种情感因素的影响。

By quantitative research of 112 nonEnglish majors, this study is an attempt to analyze correlations between classroom patterns and 6 affecfive factors as wall as English learning achievement respectively, coupled with comparing average values of classroom activity types applied by the teacher and that of classroom types identified by the students. The result shows verhal activities are more statistically corrective with English achievement than that of nonverbal acfivities,esp, oral achievement. Students＇ affective factors statistically influence their participating verbal activities.