一个令人困惑的沉默:在EFL课堂上通过教师幽默解锁学生沟通
Tianli Zhou1, Shiyue Chen2, Jing Cao3
1School of Foreign Languages, Zunyi Medical University, Guizhou, China.
Frontiers in psychology
|January 28, 2026
概括
教师的幽默感增加了英语学习者的乐趣和愿意沟通的意愿. 这项研究表明,幽默增强了英语学习的乐趣 (ELE),从而增加了学生说话的愿望.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 课堂沟通动力学 课堂沟通动力学
背景情况:
- 学生们经常喜欢学习英语,但保持沉默,表现出低沟通意愿 (WTC).
- 享受和沟通之间的这种脱节是作为外语英语 (EFL) 课堂的持久悖论.
- 控制-价值理论为探索影响学生影响和行为的因素提供了一个框架.
研究的目的:
- 调查教师幽默作为影响EFL学习者的教育因素.
- 测试一种心理机制,通过享受将教师幽默与WTC联系起来.
- 了解第二语言学习中的影响行为差距.
主要方法:
- 路径分析用于分析483名本科生的数据.
- 这项研究考察了教师幽默对WTC的间接影响.
- 一个部分调解模型被用来评估英语学习乐趣 (ELE) 的作用.
主要成果:
- 教师幽默 (TH) 显著增加了英语学习的乐趣 (ELE).
- ELE是沟通意愿 (WTC) 的一个强有力的预测指标.
- 该研究证实了TH对WTC的显著间接影响,由ELE.
结论:
- 教师幽默是一种可行的策略,可以减少学生在EFL课堂上的沉默.
- 英语学习乐趣 (ELE) 作为一个关键的调解者,在第二语言环境中将影响转化为行为.
- 这些发现为理解课堂情感动态和促进沟通提供了一个理论模型.
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