CBI对外语焦虑及学习效果影响的实证研究

An Empirical Study of the Influence of CBI on Foreign Language Learning and Learning Effect

针对当前大学英语教学环境,运用问卷、访谈和SPSS软件等多种手段,探讨了以学科内容为依托的语言教学模式对学习者焦虑感及学习效果的影响。结果显示:CBI教学比传统大学英语教学更有助于提升学习者的语言水平,更能改善情感因素,提高学习效果;学习者的语言水平与焦虑程度呈显著负相关关系,学习者的语言水平越高,焦虑程度越低,CBI教学更适用于英语水平较高的学习者;学生的焦虑程度与评价手段、学习动机、课业负担、教师反馈及课堂氛围密切相关。为此,要多鼓励学生,给予学生积极的正面评价,创造良好的课堂学习氛围,提供多元的评价手段,增强学生内在学习动机,减轻学生课业负担,以帮助学生消除焦虑,减轻焦虑带来的负面影响。

In view of the current college English teaching environment, this paper explores the influence of language teaching mode based on subject content on learners’ anxiety and learning effect by means of questionnaires, interviews and SPSS software. The results show that CBI teaching is more conducive to improving learners’ language proficiency, affective factors and learning effects than traditional way of College English teaching. There is a significant negative correlation between learners’ language proficiency and anxiety. The higher the learners’ language proficiency, the lower the anxiety level. CBI teaching is more suitable for teaching learners of higher proficiency. The student’ anxiety level is closely related to the evaluation method, learning motivation, schoolwork burden, teacher’ feedback and classroom atmosphere. Therefore, students should be encouraged by positive evaluation, more favorable classroom learning atmosphere, multiple evaluation methods, and by enhancing intrinsic learning motivation of the students, reduce the schoolwork, so as to help them eliminate anxiety and lessen the negative impact of anxiety.