学生对教师讲话的看法对学生语言学习成就的影响
1School of Cultural Tourism and Health, Shanxi Institute of Science and Technology, Jincheng, 048000, Shanxi, China. wupeihong@sxist.edu.cn.
BMC psychology
|March 10, 2025
概括
积极的教师谈话通过增加乐趣和减少情绪疲劳来增强英语语言学习. 学生的自我效能进一步放大了这些对语言学习的积极影响.
科学领域:
- 教育心理学教育心理学
- 应用语言学 应用语言学
背景情况:
- 教师的讲话显著影响学生的学习成果.
- 有限的研究存在于语境因素如何与语言学习中的学生感知相互作用.
研究的目的:
- 调查学生对教师讲话的看法对英语语言学习成果的影响.
- 检查学生享受和情绪疲劳的调解作用.
- 探索自我效能在这种关系中的调节作用.
主要方法:
- 横截面调查设计. 横截面调查设计.
- 参与者有357名大学生.
- 使用结构方程建模 (SEM) 分析的数据.
主要成果:
- 对教师讲话的正念感知与学生的乐趣和英语学习成绩有积极的相关性.
- 对教师讲话的负面看法导致情绪疲,对学习体验产生负面影响.
- 学生的自我效能调节了享受和语言成就之间的相互作用,增强了积极的结果.
结论:
- 积极和刺激的师生沟通对于有效的语言学习至关重要.
- 提高学生感知的自我效能对于最大限度地提高语言学习成功至关重要.
- 干预措施应侧重于培养对教师讲话的积极看法,并建立学生的自我效能.
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