基于学习观念视角的“说长法”的促学效果研究

摘要

The articie reports the effect of the“speak-to-iearn”approach on iearners’Engiish iearning beiiefs (ELB hereafter). The findings reveai that:1. the experiment ciass’s(EC’s hereafter)ELB is more positive to Engiish iearning at overaii ievei compared with those heid by the controi ciass( CC hereafter);2 EC’s ELB is aiso significantiy optimized at category ievei,specificaiiy demonstrated in“difficuity of Engiish iearning”and“iearning and communication strategies”;3. EC‘s ELB is more heipfui to Engiish iearning at individuai ievei,shown in 14 (43%)itemis out of 34. Therefore,a conciusion can be reached that the“speak-to-iearn”approach exerts ben-eficiai effect on Engiish majors’ELB,which guides them to expiore more efficient and better way to Engiish iearn-ing and ieads to better iearning resuits.%考察“基础英语”课程中“说长法”教学对英语专业学生学习观念的影响效应。调查结果显示，“说长法”在学习观念的三个层面产生了积极效应：（1）对比控制班，实验班的总体学习观念更加有利于英语学习；（2）在类别层面上，实验班的英语难度观念、学习与交际策略观念显著优化；（3）在所有34个单项学习观念上项中的14项上（41%），实验班水平显著高于控制班。“说长法”能有效促进英语专业学生学习观念的积极转变，从而助力其英语学习，达到“以说促学”的最终教学目标。