| 教师课堂反馈形式与学生学习焦虑探究 |
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| 引用本文： | 龚智敏. 教师课堂反馈形式与学生学习焦虑探究[J]. 江苏技术师范学院学报, 2004, 10(1): 37-41 |
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| 作者姓名： | 龚智敏 |
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| 作者单位： | 江苏技术师范学院外国语言文学系 江苏 |
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| 摘 要： | 根据二语习得理论，学习者的学习情感对其语言学习结果举足轻重。动机越强，自信越高，焦虑越低，学习效果越好；反之则差。而根据社会互动理论，教师是课堂学生学习与学习结果之间的中介者。教师课堂反馈形式又是教师提供中介帮助的一个重要手段。本文以教师课常反馈形式为自变量，学生学习焦虑为因变量．研究教师课堂反馈形式及其对降低学习焦虑的影响。
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| 关 键 词： | 课堂教学 教师反馈 学习焦虑 |
| 修稿时间： | 2003-03-13 |
Teacher Feedback in Classroom and its Influence on Students'''' Learning Anxiety |
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| Gong Zhi-min. Teacher Feedback in Classroom and its Influence on Students'''' Learning Anxiety[J]. Journal of Jiangsu Teachers University of Technology, 2004, 10(1): 37-41 |
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| Authors: | Gong Zhi-min |
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| Abstract: | According to SLA theories,students' learning anxiety constitutes a significant factor in their language learning and has a strong hold on the output of their learning.But, on the other hand, the Social Interactionist theory suggests that the teacher serves as the mediator between the students and the results of their language learning,and hence the teacher feedback in classroom has undoubtedly an enormous impact on the learning results of the students.The following essay is going to report an experiment on the relationship between teacher feedback and its influence on student anxiety. |
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| Keywords: | teacher feedback classroom teaching learning anxiety |
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