文献类型：期刊文献

中文题名：情感因素支配下多轮续写教学研究与实践

英文题名：Research and Practice of the Iterative Continuation Teaching Dominated by Emotional Factors

作者：张朦[1]

机构：[1]广东海洋大学外国语学院,广东湛江524000

年份：2021

卷号：22

期号：3

起止页码：58

中文期刊名：海南广播电视大学学报

外文期刊名：Journal of Hainan Radio & TV University

收录：国家哲学社会科学学术期刊数据库

基金：云南省2018年教育厅基金项目“英语专业《基础英语》教学改革探索”(编号:2018JS808);云南省2019年教育厅大学外语教学改革项目“独立学院大学外语课程体系创新探索”(编号:SJJG201901)。

语种：中文

中文关键词：多轮续写;情感因素;英语写作;学习效果

外文关键词：the iterative continuation;emotional factors;English writing;learning effect

中文摘要：近年来,“续理论”教学法在二语习得与外语教学界备受关注,其理论延伸发展而来的多轮续写教学法强调可通过多次续写增强与读物的互动强度,达到促学效果。文章通过实证研究,全面呈现了学习者在多轮续写过程中的情感投射,并探讨了其对学习效果和情感动态发展的影响。研究指出,多轮续写教学能够有效提升语言运用能力,学习者的写作焦虑有所提升,但未影响写作成绩,且焦虑程度与语言水平呈反比。

外文摘要：In recent years,the“continuation task”teaching method has attracted much attention in second language acquisition and foreign language teaching.The iterative continuation teaching method,which is developed from its theory,emphasizes that iterative continuation can enhance the intensity of interaction with reading materials and achieve learning promotion effect.Through empirical research,this paper comprehensively presents the affective projection of learners in the process of the iterative continuation,and discusses its influence on the learning effect and the dynamic development of emotion.The results show that the iterative continuation can effectively improve the language use ability,and the writing anxiety of learners is improved,but the writing performance is not affected,and the degree of anxiety is inversely proportional to the language level.