The Effect of Explicit Affective Strategy Training on Iranian EFL learners’ Oral Language Proficiency and Anxiety Reduction
The Effect of Explicit Affective Strategy Training on Iranian EFL learners’ Oral Language Proficiency and Anxiety Reduction
复制标题
外显情感策略训练对伊朗英语学习者口语能力和焦虑减少的影响
DOI：
10.7575/aiac.alls.v.7n.4p.197
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
F. Vahdany
中科院分区：
文献类型：
--
作者：
F. Mostafavi;F. Vahdany
本研究旨在探讨情感策略外显教学对伊朗英语学习者口语能力和课堂焦虑程度可能产生的影响。首先，对120名高中三年级女英语学生进行PET测试。然后，选择60名得分在平均得分+ 1 SD范围内的参与者作为主要研究对象。接下来，他们被随机分为两组（一组为对照组，一组为实验组）。本研究设计为实验对照组计划。采用Horwitz（1986）的《外语课堂焦虑量表》对英语学习者在英语课堂中的焦虑水平进行了调查。此外，在研究开始和结束时，对两组参与者进行了两个等效的Heaton（1975）口头测试，作为前测试和后测试。实验组的治疗方法包括牛津（1990）的情感策略分类，其中包括明确的情感策略指导（放松、音乐、想象、幽默、积极的自我对话、冒险和监控情绪）。对照组在情感策略方面没有接受任何特殊的指导。为探讨外显情感策略使用指导对被试口语水平和焦虑水平可能产生的影响，对两组被试的口语测试前、后测试和焦虑控制自我报告进行了分析和比较。独立样本T检验结果显示，两组患者在治疗前的口语水平和焦虑控制水平上均具有同质性，但在口腔后测中，实验组的表现优于对照组。此外，实验组的焦虑控制水平显著高于对照组。结果证实了情感策略教学对口语水平的积极影响。本研究的结果对伊朗英语学习者的情感策略使用提供了更深入的了解。本研究也可能对材料开发人员在材料开发中考虑策略使用有一些启示。关键词：情感策略，外显策略训练，语言焦虑
The current study aimed at investigating the possible effects of explicit teaching of affective strategies on Iranian EFL learners’ oral language proficiency and the extent of their anxiety in EFL classroom. First, PET test was administered to a total number of 120 female third grade high school EFL students. Then, 60 participants whose score fell within the range of + 1 SD from the mean score were selected for the main study. Next, they were randomly assigned into two groups (one control and one experimental). The design of the study was Experimental comparison-group plan. Foreign Language Classroom Anxiety Scale adopted from Horwitz (1986) was used to examine the EFL learners’ anxiety level in English class. Moreover, two equivalent oral tests adopted from Heaton (1975) were administered to the participants of the two groups both at the beginning and at the end of the study served as pre and post-tests. The treatment for the experimental group included Oxford's (1990) taxonomy of affective strategies, which included explicit affective strategy instruction (in relaxation, music, visualization, humor, positive self-talk, risk-taking, and monitoring emotions). The control group did not receive any special instruction in terms of affective strategies. To investigate the possible effects of explicit affective strategy use instruction on the participants’ oral language proficiency and their anxiety level, the pre and posttests of oral tests and the participants’ self-reports of anxiety control in both groups were analyzed and compared. The results of independent samples T- test indicated that while the two groups were homogeneous in terms of oral proficiency and level of anxiety control before introducing the treatment, the experimental group performed better than the control group in the oral post-test. Moreover, the level of anxiety control for the experimental group was significantly different and higher than that of the control group. The results confirm the positive effects of affective strategy instruction on oral language proficiency. The findings of this study provide a greater understanding of affective strategy use among Iranian EFL learners. This study might also have some implications for material developers to consider strategy use in materials development. Keywords: affective strategies, explicit strategy training, language anxiety
语言习得
DOI：
--
发表时间：
2005
期刊：
Encyclopedia of Language
影响因子：
--
作者：
Isobe;Miwa;Yukio Otsu
通讯作者：
Yukio Otsu