多模态听说教学对口语焦虑与课堂沉默的影响

The Impact of Multimodal Listening & Speaking Teaching on English Speaking Anxiety and Classroom Reticence

本研究将多模态教学方式应用于大学英语听说课中,探讨其对大学生口语焦虑以及课堂沉默现象的影响。研究持续16周,采用问卷调查、访谈和教学反思等方法。研究结果表明:(1)口语焦虑自我图式的六个因子能很好地解释课堂沉默现象,据此有针对性地进行多模态教学实践,有利于打破课堂沉默,实现更加有效的课堂互动;(2)多模态听说教学可以有效缓解学生口语焦虑,六个因子中改善最明显的是低自我效能感、回避行为倾向以及低主动行为倾向;(3)通过多模态听说教学,课堂沉默现象的五个方面有不同程度的改善,从高到底依次是:演讲展示、同伴对话、师生对话、个人努力和组内对话。

This paper discusses the impact of multimodal listening and speaking teaching method with regard to speaking anxiety and classroom reticence of college students. The 16-week study was conducted via questionnaire survey,semi-structured interview and teacher＇s reflection diary. The results showed that six factors of English speaking anxiety can effectively explain classroom reticence,in terms of which the impact of multimodal teaching can be measured in regard to classroom reticence and effective class interaction. Multimodal teaching was an effective way to relieve English speaking anxiety,especially as to ＂low self-efficacy＂,＂avoidance behavior＂and ＂less active tendency＂. Lastly,the five aspects of classroom reticence were improved in different degrees,hierarchically,＂giving speeches＂,＂talking to classmates＂,＂talking to the teacher＂,＂individual efforts＂and ＂talking within the groups＂.