中国实用护理杂志
中國實用護理雜誌
중국실용호리잡지
CHINESE JOURNAL OF PRACTICAL NURSING
2014年
1期
7-10
,共4页
任务型教学法%护理英语%口语%焦虑%成绩
任務型教學法%護理英語%口語%焦慮%成績
임무형교학법%호리영어%구어%초필%성적
Task-based language teaching approach%English for nursing%Spoken English%Anxiety%Achievements
目的 探讨任务型教学模式对改善护生护理英语口语焦虑状况及成绩的效果.方法 选取右江民族医学院2010级护理专业本科2个班作为研究对象,其中1班47人为实验班,2班51人为对照班.实验班和对照班分别采用任务型教学模式和传统模式开展护理英语口语教学.实验教学后通过护理英语口语焦虑量表和护理英语口语水平测试收集数据,比较2班学生护理英语口语焦虑状况及成绩的差异.结果 实验班护理英语口语焦虑水平显著低于对照班,差异有统计学意义.实验班护生护理英语口语测试总成绩平均分高于对照班,2班护理英语口语测试总成绩以及护理英语表达流畅性、专业词汇和语法成绩比较差异均有统计学意义.结论 任务型教学模式能够减轻护生护理英语口语焦虑水平和提高护生护理英语口语表达成绩.
目的 探討任務型教學模式對改善護生護理英語口語焦慮狀況及成績的效果.方法 選取右江民族醫學院2010級護理專業本科2箇班作為研究對象,其中1班47人為實驗班,2班51人為對照班.實驗班和對照班分彆採用任務型教學模式和傳統模式開展護理英語口語教學.實驗教學後通過護理英語口語焦慮量錶和護理英語口語水平測試收集數據,比較2班學生護理英語口語焦慮狀況及成績的差異.結果 實驗班護理英語口語焦慮水平顯著低于對照班,差異有統計學意義.實驗班護生護理英語口語測試總成績平均分高于對照班,2班護理英語口語測試總成績以及護理英語錶達流暢性、專業詞彙和語法成績比較差異均有統計學意義.結論 任務型教學模式能夠減輕護生護理英語口語焦慮水平和提高護生護理英語口語錶達成績.
목적 탐토임무형교학모식대개선호생호리영어구어초필상황급성적적효과.방법 선취우강민족의학원2010급호리전업본과2개반작위연구대상,기중1반47인위실험반,2반51인위대조반.실험반화대조반분별채용임무형교학모식화전통모식개전호리영어구어교학.실험교학후통과호리영어구어초필량표화호리영어구어수평측시수집수거,비교2반학생호리영어구어초필상황급성적적차이.결과 실험반호리영어구어초필수평현저저우대조반,차이유통계학의의.실험반호생호리영어구어측시총성적평균분고우대조반,2반호리영어구어측시총성적이급호리영어표체류창성、전업사회화어법성적비교차이균유통계학의의.결론 임무형교학모식능구감경호생호리영어구어초필수평화제고호생호리영어구어표체성적.
Objective To explore the effects of task-based language teaching approach on the speaking anxiety and achievements of spoken English for nursing.Methods Two classes of nursing majors in grade 2010 from Youjiang Medical University for Nationalities were chosen as the research respondents,among which Class one (47 students) and Class two (51 students) were set as the experimental and control class respectively.To teach spoken English for nursing,task-based language teaching approach was used in the experimental class and traditional method was used in the control class.The anxiety scale and the proficiency test of the spoken English for nursing were adopted after the experimental teaching in order to compare the significant differences between the two classes.Results The speaking anxiety level of English for nursing in the experimental class was lower than that in the control class,and there was significant difference between the two classes.The total test score of the spoken English for nursing in the experimental class was higher than that in the control class,and the total score,the scores of fluency,vocabulary and grammar in the experimental class were significantly different to those in the control class.Conclusions Task-based language teaching approach could reduce the speaking anxiety of English for nursing,and improve the nursing majors' achievements of spoken English for nursing.