探索影响中国本科生EFL学习兴趣的因素:一种连接式教学视角
Juan Zhang1, Moyra Sweetnam Evans2, Michael Yi-Chao Jiang3
1School of Foreign Languages, Guangdong University of Technology, Guangzhou, China.
Acta psychologica
|January 27, 2026
概括
连接式教学通过将教学与学生目标联系起来,增强英语外语 (EFL) 的兴趣. 这种方法通过情感,社会和教学联系来培养情境和个人兴趣.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
背景情况:
- 传统的研究将个人和上下文的兴趣因素分离到英语作为外语 (EFL) 设置中.
- 对于这些因素如何动态连接以塑造学生对EFL课堂的兴趣的理解有限.
研究的目的:
- 在EFL背景下调查连接教学在塑造中国本科生的兴趣中的作用.
- 探索将内部和背景影响与情境和个人利益联系起来的关系机制.
主要方法:
- 雇佣了21名中国本科生进行半结构面试.
- 分析了内部 (努力,能力,自我效能) 和外部 (教学实践) 联系如何影响兴趣.
主要成果:
- 当教学与学生的个人价值观和目标保持一致时,情境兴趣就会出现.
- 个人兴趣是通过内部因素 (如努力和感知能力) 之间的持续联系来发展的.
- EFL的兴趣是通过实质,教学和人际联系产生的,通过内部协调巩固.
结论:
- 连接式教学为理解和培养EFL兴趣提供了一个框架.
- 为教师设计有效的EFL学习体验,确定了具体的联系目标.
- 关于从情境兴趣过渡到个人兴趣的未来研究所提出的假设.
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