批注式阅读教学对大学英语学习者投入的影响
An Annotating-Based Intervention Study on Learner Engagement in the College English Classroom
郭燕 1于书林 2徐欣1
作者信息
摘要
本研究运用批注式阅读教学,开展为期九周的大学英语学习者投入干预实验,通过投入问卷和反思日志考察批注式阅读教学实验组和传统讲解式教学对照组在投入方面是否存在显著差异.实验结果表明:1)虽未达到显著性差异,但实验组在行为、情感、认知三个维度的投入都高于对照组;反思日志中实验组的行为和认知投入也体现了更高水平的量和质;2)批注式阅读教学中的教师认知支持以及以批注任务为中心的课堂教学与互动有效满足了学习者的能力需求和自主需求等基本心理需求,从而对其投入产生了积极的促进作用.
Abstract
This paper reports on a nine-week annotating-based intervention study on learner engagement in the College English classroom.Questionnaires and reflective journals were used to see if there were any significant differences in engagement between the experimental group of adopting annotating in teaching reading and the control group of using the conventional lecture method.The results show that(1)although no significant differences were found,the experimental group exhibited higher levels of engagement in all three dimensions,i.e.,behavioral,emotional,and cognitive;our analysis of the students'reflective journals also demonstrated that the experimental group outperformed the control group in behavioral and cognitive engagement in terms of both intensity and quality;(2)the experimental group's outperformance in engagement can be attributed to the annotating-related cognitive support and the annotation-based classroom instructions and interactions,which effectively fulfilled the students'basic psychological needs for competence and autonomy.
关键词
批注式阅读教学/干预/学习者投入/基本心理需求满足Key words
annotating/intervention/learner engagement/basic psychological needs satisfaction引用本文复制引用
出版年
2024
NETL
NSTL
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