论英语教育专业学生的情感障碍与干预策略 <br />-西安建筑科技大学学报（社会科学版）

文章信息/Info

Title:: The Affective Barriers and Intervention Strategies to English Education Majors

Author(s):: Liu Jing; (School of English Education, Xi’an International Studies University, Xi’an, 710128, China)

摘要:: 在英语学习过程中,英语教育专业学生有自身独特的情感特点,其学习动机明确,然而普遍存在的焦虑感强、自信心不足、同学竞争意识明显等情感障碍一定程度上影响了学生的学习效率,不利于学生的全面发展。文章首先通过调查研究,分析了英语教育专业学生面对的情感障碍,然后结合教学实践,提出了培养英语教育专业学生积极情感,克服焦虑等情感障碍的三点建议,包括重视教师对学生的情感影响作用、针对学生差异采取不同情感培养策略、重视融入型动机和移情能力的培养。

Abstract:: In the process of English learning, students of English Education major have their own unique affective features. Most students have definite learning motivation, but the existing affective barriers, including serious anxiety, lack of confidence, strong consciousness of peer competition, have certain negative effects on students’ learning efficiency, and consequently prevent the all-round development of the students. This research paper investigates the affective barriers existing among students of English Education major through questionnaire and interview investigation, and puts forward three intervention strategies to foster positive affect and overcome affective barriers. The strategies include the emphasis of teachers’ affective influence, differentiation of intervention methods based on the individual differences, and the stress on students’ culture awareness and empathy.