マインドフルネスと言語学習の探索:EFLの学生が話す不安に対処する旅
1School of Foreign Languages, Recep Tayyip Erdoğan University, Rize, Türkiye. zeynepkocali14@gmail.com.
BMC psychology
|February 14, 2026
まとめ
マインドフルネスベースの介入は,学生の外国語話す不安 (FLSA) を軽減することができます. 最初の改善は認められたが,継続的な実践は,言語学習における長期的な利益の鍵である.
科学分野:
- 精神言語学は,心理言語学である.
- 教育心理学の教育心理学について
- マインドフルネス研究 マインドフルネス研究
背景:
- 外国語の学習は,話す不安を誘発し,生徒の成績に影響を及ぼすことがよくあります.
- マインドフルネスは,この不安を和らげ,学習環境を改善するための潜在的な戦略として浮上しています.
研究 の 目的:
- 外国語講座のためのマインドフルネスベースの介入プログラム (MBI-FLC) が外国語話す不安 (FLSA) に与える影響を評価する.
- MBI-FLCプログラムの実施と影響に関する参加者の反省を集めること.
主な方法:
- 8週間のMBI-FLCプログラムは,集中英語プログラムで15人の学生に提供されました.
- ミックス・メソッド・アプローチは,定量的な (前/後/遅れた後テスト) と質的な (インタビュー,ジャーナル,レポート) データ収集を組み合わせたものです.
主要な成果:
- 定量分析では,FLSAがすぐに減少し,6ヶ月のフォローアップで効果が減ったことが示されました.
- 定性的なデータは,意識,受容,注意制御の向上というテーマを明らかにした.
- 特定のマインドフルネスの側面は,FLSAとさまざまな相関関係を示し,一つの側面は意外と正の相関関係を示しました.
結論:
- マインドフルネスの介入は,外国語としての英語 (EFL) の設定で感情的幸福感と話す自信を高める可能性を示しています.
- 発見は,学生を支援するために,マインドフルネスを言語教育に統合するための実用的な応用を示唆しています.
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