外语专业学生英语课堂学习投入异同对教学的启示

The Implications of the Contrast of Foreign Language Students’ English Classroom Learning Input on Teaching

摘要: 通过逐步回归分析、路径分析和访谈，对比出外语类学生(英语和非英语专业)关于英语课堂学习投入的异同，发现：1) 影响两类学生在英语课堂上的情感、认知和行为投入的显著性因素存在差异，但师生互动对两类学生在行为、情感以及认知上都表现出正向作用。2) 英语专业学生的课堂情感投入作用不显著，这在很大程度上与其英语学习的时间和频度等因素有关。3) 英语知识对两类学生英语课堂的认知投入产生不同影响。4) 学习者主体内部因素和教师主体行为因素，而且外部环境因素，比如语言测试评价，也会对学生的学习投入产生激励作用。5) 两类学生的英语课堂学习投入虽然没有显著性差异，但投入的深度不同。针对以上五点研究结果，对英语课堂教学实践和改革提出了建议。

Abstract: Contrasting the learning inputs of foreign language students in English classes through progres-sive regression analysis, path analysis, and interviews, we found that 1) the emotional, cognitive and behavioral significance factors affecting the two types of students differ, but the interaction between teachers and students showed a positive effect on them in behavior, emotion and cogni-tion. 2) The classroom emotional input effect of English students is not significant, which is largely related to factors such as the time and frequency of English learning. 3) English knowledge has an impact on the classroom cognitive input of the two types of students in different directions. 4) The inner factors of learners, the teacher’s main behavior factors, and the external environmental factors, such as language tests and evaluation, will also motivate students’ learning investment. 5) The English class learning input of the two types of students is not significantly different in amount, but the depth of input is not same. According to the above five research results, the English teaching practice and reform are proposed.