初中生感知教师支持与英语学习投入的关系研究

A Study on the Influence of Junior High School Students’ Perceived English Teacher Support on English Learning Engagement

摘要: 学习投入能够有效预测学生学业表现，而教师支持作为关键外部资源，深刻影响学生学习投入水平。相较于通用教育学领域，二语学科视角下教师支持与学习投入的关联研究仍有待补充。本研究以初中英语为研究场景，选取252名七、八年级学生为被试，依托成熟量表开展问卷调查，系统探究情感、学习、能力三类教师支持与情感、行为、认知三维度英语学习投入的内在关系。数据分析结果显示，初中生感知教师支持整体处于中等偏上水平，学习支持最优、能力支持最弱；学生英语学习投入整体为中等层级，行为投入领先、情感投入短板突出；各维度教师支持与英语学习投入均呈显著正向相关，且不同学业水平学生感知水平与投入程度呈高、中、低逐级递减特征。据此提出优化情感关怀、丰富学法指导、拓展自主学习空间等教学建议，为依托教师支持提升初中生英语学习投入提供实证参考。

Abstract: Student engagement in learning can effectively predict their academic performance, and teacher support, as a crucial external resource, exerts a profound impact on students’ learning engagement. Compared with research in the general field of pedagogy, studies exploring the correlation between teacher support and learning engagement from the perspective of second language education remain insufficient. Taking junior high school English as the research context, this study selects 252 Grade Seven and Grade Eight students as research subjects and conducts questionnaire surveys using well-established scales to systematically explore the intrinsic correlations among three types of teacher support (emotional, academic and ability-oriented) and three dimensions of English learning engagement (affective, behavioral and cognitive). Data analysis indicates that junior high school students’ perceived overall teacher support is above the medium level, with academic support ranking the highest and ability support the lowest; the overall level of students’ English learning engagement stays moderate, featuring dominant behavioral engagement and prominent deficiencies in affective engagement. All dimensions of teacher support have a significantly positive correlation with English learning engagement, and the perceived support level and learning engagement of students at different academic levels decline progressively from high to medium and then to low. Based on the findings, teaching suggestions including improving emotional care, enriching learning strategy guidance and expanding independent learning space are put forward, providing empirical evidence for boosting junior high school students’ English learning engagement via improved teacher support.