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1、焦慮感對(duì)中等職業(yè)技術(shù)學(xué)校學(xué)生的英語(yǔ)學(xué)習(xí)行為和成就感有著重要的影響。為了激發(fā)學(xué)生的英語(yǔ)學(xué)習(xí)興趣,我們英語(yǔ)教師應(yīng)該多關(guān)注這種情感。這篇論文呈現(xiàn)了中等職業(yè)學(xué)校英語(yǔ)課堂中焦慮克服策略與英語(yǔ)學(xué)習(xí)興趣的互動(dòng)的實(shí)證研究結(jié)果。這篇論文主要解決的問(wèn)題包括:學(xué)生在英語(yǔ)課堂中存在哪些明顯的焦慮類(lèi)型?基于此,哪些焦慮克服策略可以提供給這些學(xué)生?3個(gè)月實(shí)驗(yàn)結(jié)束以后我取得了什么樣的成就? 實(shí)驗(yàn)數(shù)據(jù)是通過(guò)定性與定量方法取自于青田縣職業(yè)技術(shù)學(xué)校旅游專(zhuān)業(yè)的40名
2、學(xué)生。在他們班級(jí),英語(yǔ)是必修課程。研究結(jié)果說(shuō)明了在這個(gè)班級(jí)的英語(yǔ)課堂中,焦慮感確實(shí)大量存在并且與他們的英語(yǔ)課程分?jǐn)?shù)存在負(fù)相關(guān)。通過(guò)問(wèn)卷、訪談以及報(bào)告觀察等方式,找到了學(xué)生的焦慮類(lèi)型以及原因。3個(gè)月實(shí)驗(yàn)后,與預(yù)期相反的是:學(xué)生整體的焦慮水平并沒(méi)有明顯的下降,但是他們的英語(yǔ)課程分?jǐn)?shù)卻有了顯著的提升。通過(guò)訪談以及報(bào)告觀察我發(fā)現(xiàn)他們的英語(yǔ)學(xué)習(xí)態(tài)度有了很大的改變,并且越來(lái)越喜歡英語(yǔ)課了。實(shí)驗(yàn)結(jié)果證明:老師采用諸如營(yíng)造良好的英語(yǔ)課堂氛圍以及對(duì)學(xué)生進(jìn)
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