情感教育角度下的大学生新闻英语听力教学研究

College news listening teachings from affective perspective

本研究采取课堂准实验设计,记录大学生在新闻听力课堂中的焦虑变化,从情感教育的角度出发,探索大学英语课堂教学如何影响学生新闻听力焦虑。结果表明,在前测中,学生的新闻听力焦虑都属于高焦虑,但经过短时间以词汇为主的自下而上的听力课堂教学,或以背景知识或听力策略为主的自上而下的课堂教学后,其新闻焦虑都降到了中等焦虑,且主要降低了因新闻词汇引起的焦虑,后续调查进一步发现,词汇焦虑降低后,学生的焦虑集中在听力过程和听力策略等方面。本研究从情感角度,对大学新闻听力教学提供了一定的建议。

Using a quasi-experimental design,this longitudinal research explore how news listening teaching affects students’ listening anxiety. After a short period of news listening teaching (top-down teaching or bottom-up teaching), students’ high listening anxiety in the pretest decreased to medium, especially their anxiety about vocabularies. And the follow-up interviews indicate that listening anxiety arises mainly in listening process and strategies after teaching. Relevant suggestions are also given on news listening teaching from the affective aspect.