混合教学背景下大学生英语学习社交策略研究

A Study on the Use of Social Strategies by Chinese EFL Learners in the Context of Blended Teaching

本研究基于Oxford (2017)的策略性自我调控模型,采用问卷调查和访谈相结合的方法,调查了混合教学背景下485名非英语专业大一学生的社交策略使用情况。结果表明,大学一年级学生对社会策略的使用情况处于中等水平;在为社交活动制定计划、为社交活动组织学习和获取资源以及对社会策略使用进行监控和评估三个方面表现不足;不同成绩的学生在制定计划能力、组织学习和获取资源能力以及自我监控和评估能力等方面存在较大差异。本研究结果对混合式教学背景下大学生的英语社会文化能力培养有一定启示。

Based on the Strategic Self-regulation Model of Oxford (2017), this article investigated 485 non- English freshmen on their use of social strategies in the context of Blended Teaching by means of questionnaire and interview. The results show that the use of social strategies by the first-year undergraduates is at an intermediate level;the problems lie in the inadequacy of three aspects: planning for social activities, organizing learning and obtaining resources for social activities, and monitoring and evaluating the use of social strategies;there are big differences in the ability of planning, organizing learning and obtaining resources, and self-monitoring and evaluation among freshmen at different proficiency levels. This research can provide implications for cultivating students’ social and cultural awareness in English learning in the context of blended teaching.