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本研究旨在通过一项教学实验来探索英语课堂教学活动形式与学习者学习风格的整合对学习者学习动机及语言水平的影响。来自两个初一年级班级的师生参加了实验,共计10周。其间,实验班的教师始终运用整体型的课堂活动,控制班的教师始终运用分析型的课堂活动。前测包括风格量表、动机量表(包括“成就目标定向”、“归因”和“自我效能感”三个部分)和语言水平测验;后测为动机量表和语言水平测验的前测复本。结果表明:总起来说,教学互动与学生风格匹配时,学习动机能够得到增强,且学生的语言水平更容易得到提高。
This study aims to explore the impact of the integration of English classroom teaching activities and learner learning styles on learners’ motivation and language proficiency through a teaching experiment. Teachers and students from two first-year classes participated in the experiment for a total of 10 weeks. In the meantime, the teachers in the experimental class always use the integral type of classroom activities, while the teachers in the control class always use analytical class activities. Pretest includes the style scale, motivation scale (including “achievement goal orientation ” “attribution ” and “self-efficacy ” three parts) and language proficiency test; Pretest copy of the language proficiency test. The results show that: Generally speaking, when the teaching interaction and the student style match, the motivation of learning can be enhanced, and the language proficiency of the students can be more easily improved.