教师带领朗读对大学生英语学习的影响——基于自我决定理论视角

The Influence of Teacher-led Reading Aloud on College Students'English Learning:from the Perspective of Self-determination Theory

本研究基于自我决定理论视角,为了探讨不同教师带领方式的大声朗读对大学生英语学习的影响,进行了一个2(带领方式:有教师带领vs无教师带领)伊2(朗读效果:前测vs后测)的二因素实验设计。共666名非英语专业大一新生参加了为期10周的纵向实验。分析结果表明,不同教师带领方式下的大声朗读都可以显著促进大学生的英语水平,其中有教师带领的朗读对英语成绩的提升效应要高于无教师带领的朗读方式。朗读动机问卷调查结果表明,有教师带领方式的两种动机得分的均值都高于无教师带领的方式,但有无教师带领情况下的动机结果没有显著差异。研究结果进一步为如何有效开展大声朗读提高大学生英语学习提供了实证研究证据。

Based on self-determination theory,this current study adopted a design of 2(teacher-led vs.non-teacher-led)×2(reading effect:pre-test vs.post-test)to explore the influence of different teacher-led modes on college students'English proficiency through a ten-week follow-up experiment.The results showed that reading aloud under different teacher-led modes could significantly promote college students'English level,among which the effect of teacher-led reading aloud on English performance were higher than that of non-teacher-led reading aloud.Questionnaire results showed that the mean scores of the two kinds of reading motivation under the teacher-led mode were higher than those of the non-teacher-led mode,but there was no significant difference.This study can further provide empirical evidence on how to effectively improve college students'English learning by reading aloud activity.