教师支持对中国英语学习者课堂学习投入的影响研究
胡洁 1黄艳 2王艳瑜 3文旭4
作者信息
- 1. 浙江大学外国语学院语言与翻译系
- 2. 浙江大学外国语学院
- 3. 清华大学外文系
- 4. 西南大学外国语学院
- 折叠
摘要
本研究通过问卷调查1350名中国英语学习者,比较了大学英语课堂中教师总支持及三个分维度支持(自主、胜任和归属支持)对学习者英语课堂学习总投入及三个分维度投入(情感、认知和行为投入)的作用.描述性统计和相关分析发现,教师支持与学习者的学习投入呈现出显著相关,并存在较大的个体间差异性.回归分析结果表明,教师总支持对学习者学习投入不同维度的影响均显著高于教师支持单一维度对其的影响.在教师支持的三个维度中,自主支持对学习者情感投入的影响略高于胜任支持,而对学习者认知投入的影响略低于后者;归属支持对学习者学习投入的效用最大.本研究为科学实施教师支持策略、建设支持性课堂教学提供实证参考.
Abstract
Through a questionnaire survey among 1350 Chinese English learners,this study compares the effects of the total and three sub-dimensions of teacher support(autonomy,competence,and relatedness support)on learners'total and three sub-dimensional learning engagement(emotional,behavioral,and cognitive engagement)in the context of College English classro-oms.Results of the descriptive analysis and correlation analysis reveal the significant correlations between teacher support and learners'learning engagement,and there exist relatively big individual differences.Results of the multiple linear regression analy-sis reveal that compared to a single sub-dimension of teacher support,the total teacher support has greater effect on learners'learning engagement.Among the three sub-dimensions of teacher support,teachers'autonomy support is more associated with learners'emotional engagement,while is less associated with their cognitive engagement than that of teachers'competence sup-port;teachers'relatedness support exerts the largest effect on enhancing learning engagement.This study provides empirical evi-dence for the scientific implementation of teacher support strategies and for the construction of supportive classrooms.
关键词
教师支持/学习投入/大学英语/多元线性回归/中国英语学习者Key words
teacher support/learning engagement/College English/multiple linear regression/Chinese English learners引用本文复制引用
出版年
2024
NETL
NSTL
万方数据