CAJ | 학술논문

以112名非英语专业学生为被试者,运用定量研究方法,对他们英语课堂参与模式与6种情感因素及英语学习成绩进行了相关性研究,并对教师课堂活动类型使用及学生对课堂活动类型认同状况的均值进行了比较.结果显示:学生言语性课堂活动较非言语性课堂活动对其综合英语水平的影响显著,尤其是口语水平;而学生在参与言语性课堂活动时又明显受到自身6种情感因素的影响.
이112명비영어전업학생위피시자,운용정량연구방법,대타문영어과당삼여모식여6충정감인소급영어학습성적진행료상관성연구,병대교사과당활동류형사용급학생대과당활동류형인동상황적균치진행료비교.결과현시:학생언어성과당활동교비언어성과당활동대기종합영어수평적영향현저,우기시구어수평;이학생재삼여언어성과당활동시우명현수도자신6충정감인소적영향.
By quantitative research of 112 non- English majors, this study is an attempt to analyze correlations between classroom patterns and 6 affective factors as well as English learning achievement respectively, coupled with comparing aver-age values of classroom activity types applied by the teacher and that of classroom types identified by the students. The result shows verbal activities are more statistcally conective with English achievement than that of non- verbal activities,esp.oral achievement. Students' affective factors statistically influence their participating verbal activities.