教师课堂反馈与英语学习者情感
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摘要
自20世纪60年代人本主义兴起以来，教育工作者们越来越关注学习者的情感因素在认知学习过程中的作用。人本主义注重“全人”的发展，重视认知以外的人的内心世界的感受。在二语习得理论领域中，Krashen的‘情感过滤假设’和Gardner的社会学习模式都强调了学生学习情感在语言学习中的作用。社会互动理论对课堂教学的解释则是：教师，包括教师课堂行为，对学生的情感形成作用，继而对学习结果产生影响。而根据建构主义理论教师以研究者的身份可以对自己的教学活动和方式进行反思，并建构起新的理念和观点，进而改进教学方法。
本文报告了一项基于上述理论、探索教师课堂反馈行为修正对学生情感因素影响的行动研究。该研究以大学非英语专业学生为对象，重点对六名学生实施案例研究。研究分为三个阶段：第一阶段，利用问卷、访谈得到学生初始情感状态和关于教师反馈偏好的资料；第二阶段，根据前面资料，提供学生所偏好的反馈方式。同时收集学生日记，结合教师自己的观察日记和反思日记，关注课堂和学生情感变化；第三阶段，根据学生日记、观察日记的信息进行进一步调整和反思。研究结果显示，教师调整反馈形式以适应个体学生的情感需要必然会产生学生学习情感的积极反应，因而教师在课堂教学中应营造一种轻松和谐的氛围，诱发积极的学习情感状态；而同时教师本人在行动研究过程中关于学习情感和教师反馈的观念也发生变化，为以后的教学行为的改进提供基础。
The study reported in this thesis is out of concerns of the author as a language teacher
about students' affective problems in English study and her research interest in the
impact that teacher classroom behaviors exert on student affect. The conceptual
framework of the study has been formed under the influence of a number of important
theories of education and second language acquisition study. They are humanistic
education theory, second language acquisition theories, social interaction theory and
constructivist theory of learning, the main ideas of all of which are reviewed in the
thesis. Based on the theoretical and empirical literature review, a research is proposed
which is aimed at examining whether and how teacher feedback modifications lead to
students' affect enhancement and how teacher's beliefs and knowledge change at the
same time.
The experimental study, which is a multi-case study and bears the features of action
research, is conducted under a working model of three modules: problem
identification, action and interaction, and outcome assessment.
The participants involve both a teacher and six students she is teaching, three being
GLLs and the others ULLs; and the teacher who experiment with various feedback
forms is the researcher herself.
Instruments for data collection include questionnaires, structured interview, and
diaries.
The study is carried out in three steps: identification of problems at the beginning of
the semester, adjustment and refection around the midterm, and further adjustment
and further reflection after midterm.
The study lasted about four months, and came to the following conclusions:
Individual student has his individual preference for teacher feedback forms, while
most of them prefer positive and specific feedback from teacher. The adjustment of teacher feedback to cater to student needs will result in positive
changes in students' affect in learning.
The teacher's views about teaching and students' learning affect have also
undergone significant changes in the process of action research. Drawing on these conclusions, the writer tried to put forward some suggestions for classroom teaching.
Teacher should try to build up a warm and non-threatening atmosphere in classroom teaching, which is believed to play a decisive role in their language learning.
Teacher should try to take into consideration students' reaction to his teaching behaviors, namely feedback forms in this study, and provide individual feedback to individual student, so as to simulate students' positive affect in learning. Teacher, if reflecting upon his own teaching, will surely discover some problems
unthought of before, and can thus make adjustments accordingly. The thesis contains altogether six chapters.
Chapter I presents the theoretical background, paving the ground for the current study. Chapter II gives a selected review on empirical studies on both students' affect and teacher feedback. Based on the previous chapters, Chapter III presents a working model for the present study, and introduces the designing for the research, while chapter IV provides the process of action and reflection of the teacher upon her teaching. In chapter V, the writer reported the results of the study, which can support the idea that the purposeful adjustments of teacher feedback manners are sure to result in the positive changes in student learning affect.
The last chapter, chapter IV, is the conclusion part. It is concerned with the major findings, pedagogical implications, and limitations of the present study, and suggestions for the future research.
本文报告了一项基于上述理论、探索教师课堂反馈行为修正对学生情感因素影响的行动研究。该研究以大学非英语专业学生为对象，重点对六名学生实施案例研究。研究分为三个阶段：第一阶段，利用问卷、访谈得到学生初始情感状态和关于教师反馈偏好的资料；第二阶段，根据前面资料，提供学生所偏好的反馈方式。同时收集学生日记，结合教师自己的观察日记和反思日记，关注课堂和学生情感变化；第三阶段，根据学生日记、观察日记的信息进行进一步调整和反思。研究结果显示，教师调整反馈形式以适应个体学生的情感需要必然会产生学生学习情感的积极反应，因而教师在课堂教学中应营造一种轻松和谐的氛围，诱发积极的学习情感状态；而同时教师本人在行动研究过程中关于学习情感和教师反馈的观念也发生变化，为以后的教学行为的改进提供基础。
The study reported in this thesis is out of concerns of the author as a language teacher
about students' affective problems in English study and her research interest in the
impact that teacher classroom behaviors exert on student affect. The conceptual
framework of the study has been formed under the influence of a number of important
theories of education and second language acquisition study. They are humanistic
education theory, second language acquisition theories, social interaction theory and
constructivist theory of learning, the main ideas of all of which are reviewed in the
thesis. Based on the theoretical and empirical literature review, a research is proposed
which is aimed at examining whether and how teacher feedback modifications lead to
students' affect enhancement and how teacher's beliefs and knowledge change at the
same time.
The experimental study, which is a multi-case study and bears the features of action
research, is conducted under a working model of three modules: problem
identification, action and interaction, and outcome assessment.
The participants involve both a teacher and six students she is teaching, three being
GLLs and the others ULLs; and the teacher who experiment with various feedback
forms is the researcher herself.
Instruments for data collection include questionnaires, structured interview, and
diaries.
The study is carried out in three steps: identification of problems at the beginning of
the semester, adjustment and refection around the midterm, and further adjustment
and further reflection after midterm.
The study lasted about four months, and came to the following conclusions:
Individual student has his individual preference for teacher feedback forms, while
most of them prefer positive and specific feedback from teacher. The adjustment of teacher feedback to cater to student needs will result in positive
changes in students' affect in learning.
The teacher's views about teaching and students' learning affect have also
undergone significant changes in the process of action research. Drawing on these conclusions, the writer tried to put forward some suggestions for classroom teaching.
Teacher should try to build up a warm and non-threatening atmosphere in classroom teaching, which is believed to play a decisive role in their language learning.
Teacher should try to take into consideration students' reaction to his teaching behaviors, namely feedback forms in this study, and provide individual feedback to individual student, so as to simulate students' positive affect in learning. Teacher, if reflecting upon his own teaching, will surely discover some problems
unthought of before, and can thus make adjustments accordingly. The thesis contains altogether six chapters.
Chapter I presents the theoretical background, paving the ground for the current study. Chapter II gives a selected review on empirical studies on both students' affect and teacher feedback. Based on the previous chapters, Chapter III presents a working model for the present study, and introduces the designing for the research, while chapter IV provides the process of action and reflection of the teacher upon her teaching. In chapter V, the writer reported the results of the study, which can support the idea that the purposeful adjustments of teacher feedback manners are sure to result in the positive changes in student learning affect.
The last chapter, chapter IV, is the conclusion part. It is concerned with the major findings, pedagogical implications, and limitations of the present study, and suggestions for the future research.
引文
1. Allwright, D. Classroom-centered research on language teaching and learning: A brief historical overview[J]. TESOL Quarterly 1983(17), 191-204
2. Allwright, D. Observation in language classroom[M]. London: Longman, 1988
3. Allwright D. & Bailey, K.M. Focus on the languae classroom[M]. Cambridge: Cambridge University Press. 1991
4. Anton, M. The discourse of a learner-centered classroom[J]. The Modern Language Journal 1999(83) 303-317
5. Arnold, J. Affect in language learning[M].(程晓棠导读) Beijing: Foreign Language Teaching and Research Press, 2000
6. Bailey, K.M.(ed.) Second language acquisition studies[M]. Newbury House: Rowley, Mass. 1983
7. Batten, M. Knowing how to teach well: teachers reflect on their classroom practice [M]. Hawthorn, Vic.: ACER, 1993.
8. Beason, L. Feedback and Revision in Writing across the Curriculum Classes[J]. Research in the teaching of English 1993(4) 395-418
9. Bowers, R. & Brumfit, C. Applied linguistics and English language teaching[M]. London: Macmillan, 1991.
10. Brown, H.D. Principles of Language Learning and Teaching[M]. Beijing: Foreign Language Teaching and Research Press, 2002
11. Byram, M. & Brumfit, C. Routledge encyclopedia of language teaching and learning[M]. London & New York: Routledge, 2001.
12. Carroll, S. Explicit and Implicit Negative Feedback[J]. SSLA 1993(1)5 357-386
13. Chainstain, K. Affective and ability factors in second language acquisition[J]. Language Learning 1975(25) 153-161
14. Chaudron, C. A descriptive model of discourse in the corrective treatment of learners' errors Language Learning 1977(27)29-46
15. Chenoweth, N.A. Attitudes and Preferences of ESL Students to Error Correction[J]. Studies in Second Language Acquisition 1983(1)79-85
16. Cohen, J. Educating minds and hearts[M]. New York: Teachers College Press, 1999.
17. Crooks, G. Planning and interlanguage variation[J]. Studies in Second Language Acquisition 1989(11)367-383
18. Cullen, R. Supportive teacher talk[J]. ELT 2002(2) 117-127
19. Day, R Student participation in the ESL classroom, or some imperfections in practice[J]. Language Learning 1984(34)69-102
20. Ellis, R.(ed.) Second language acquisition in context[M]. Prentice-Hall: Englewood Cliffes, N.J. 1987
21. Ellis, R. Instructed second language acquisition learning in the classroom[M]. Cambridge:Blackwell, 1990.
22. Ellis, R. The study of second language acquisition[M]. Shanghai: Foreign Language Teaching Press, 1994
23. Ellis, R.(ed.) Learning a second language through interaction[M]. Amsterdam/Philadelphia:John Benjamins Publishing Company, 1999
24. Ely, C. An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom[J]. Language Learning 1986(36)1-25
25. Fanselow, J. Beyoond Rashomon-conceptualizing and describing the teaching act.[J]. TESOL Quarterly 1977(11) 17-39
26. Ferris, D.R. The Influence of Teacher Commentary on Student Revision[J]. TESOL Quarterly 1997(2) 315-335
27. Gaies, S.J. The investigation of the language classroom processes. TESOL Quartly 1983(17) 205-217
28. Gardner, R & Lambert, W Motivational variables in second language acquisition Canadian Journal of Psychology 1959(13) 266-272
29. Gardner, R & Lambert, W Attitudes and motivation in second language learning[M]. Newbury House, Rowley, Mass. 1977
30. Gardner, R.C. Social psychology and second language learning London: Edward Arnold, 1985
31. Gardner, R & MacIntyre, P.D. A student's contributions to second language learning[J]. Language Learning 1991(25)211-230
32. Garton, S. Learner initiative in the language classroom[J]. ELT 2002(1) 47-55
33. Gass, S.M. Input, interaction and the second language learner Mahwah, NJ: Lawrence Erlbaum. 1997
34. Givvin, K.B. In the eyes of the beholder[J]. Teaching and teacher education 2001(17) 321-331
35. Gorbet, F. "To Err is Human": Error Analysis and Child Language Acquisition[J]. Applied Linguistics 1985(4) 22-28
36. Gredler, E. Classroom assessment and learning[M]. New York: Longman, 1999.
37. Hatano, G. & Okada, N. Affective minds[M]. New York: Elsevier, 2000.
38. Hermann, G. Attitudes and Success in Children's learning of English as a Second Language[J]. English Language Teaching Journal 1978(34) 247-254
39. Heyde, A. The relationship between self-esteem and the oral production of a second language Unpublished Ph.D dissertation, University of Michigan, Ann Arbor 1979
40. Horwitz, E.K. Preliminary evidence for the reliability and validity of a foreign language anxiety scale[J]. TESOL Quarterly 1986(20)559-562
41. Kleinmann, H Avoidance bahavior in adult second language acquisition[J].
Language Learning 1977(27)93-107
42. Larsen-Freeman, D., & Long, M.H. An introduction to second language acquisition research[M]. Beijing: Foreign Language Teaching and Research Press, 1991
43. Leary, M.R. Deconfounding the effects of dominance and social acceptance on self-esteem Personality and Social Psychology 2001(81)898-909
44. Lightbown, P. Classroom SLA research and second language teaching[J]. Applied Linguistics 2000(4) 431-462
45. Liu, J. Constructing Chinese Faces in American Classrooms[J]. Asian Journal of English Language Teaching 2001(11)1-18
46. Lyster, R. Corrective Feedback and Learner Uptake[J]. SSLA 1997(19)37-66
47. MacIntyre, P.D. & Gardner, R.C. Anxiety and second language learning[J]. Language Learning 1991(39)251-275
48. McLaughlin, W. & Pfeifer, S. Teacher evaluation: improvement, accountability, and effective learning[M]. New York: Teachers College Press, 1988.
49. McMillan, J.H. Classroom assessment: principles and practice for effective instruction[M]. Boston:Allyn and Bacon, 2001.
50. Muncie, J. Using written teacher feedback in EFL composition class[J]. ELT Journal 2000(1) 47-53
51. Nathan, M. Educating the emotions[M]. New York: Plenum Press, 1992.
52. Onwuegnuzie, A.J. Factors associated with foreign language anxiety[J]. Applied Psycholinguistics 1999(20) 217-239
53. Oxford, R. Where are we regarding language learning motivation?[J]. The Modern Language Journal 1994(78)512-514
54. Richards, J Longman Dictionary of Langue Teaching & Applied Linguistics[M]. Beijing: Foreign Language Teaching and Research
Press 2000
55. Richards, J.C. The dilemma of teacher education in second language teaching in TESOL[J]. TESOL 1987(21) 209-226
56. Richards, J.C. & Lockhart, C. Reflective teaching in second language classroom [M]. (武尊民导读) Beijing:Foreign Language Teaching and Research Press, 2000
57. Scovel, T The effect of affect on foreign language learning[J]. Language Learning 1978(28)129-142
58. van Lier, L The classroom and the language learner[M]. Longman: London, 1988
59. Wallace, M.J. Action research for language teachers[M]. (李静纯导读) Beijing:Foreign Language Teaching and Research Press, 2000
60. Williams, M. A framework for teaching English to young learners. In Brumfit, et al.(Eds) Teaching English to Children[M]. London: Collins, 1991
61. Williams, M. &Burden, R.L. Psychology for language teachers[M]. (刘学惠导读) Beijing: Foreign Language Teaching and Research Press, 2000
62. Yalden, J. Principles of course design for language teaching[M]. Beijing: Foreign Language Teaching and Research Press, 2000
63．大学英语 (修订版) 上海：上海外语教育出版社 2001 (23)
64．华惠芳．试论英语学习动机与策略的研究 外语界 1998 (3)
65．李滟波．非智力因素与外语学习[J] 山东外语教学 2000 (1)
66．刘建达．论外语学习中的情感过滤[J] 山东外语教学 1996 (4)
67．刘学惠．重视外语教学中的情感因素：罗杰斯人本主义教学观的启示[J]．中小学英语教学与研究 1988 (3)
68．刘学惠．我国中学生英语学习焦虑的调查与分析 中小学英语教学与研究 1989 (5)
70．王初明．外语学习中的认知与情感需要[J] 外语界1991 (4)
71．文秋芳．学习者因素与大学生四级考试成绩的关系[J]．外语教学与研究1996 (4)
72．吴丁娥．外语教学与外语习得中的“输入”及“情感障碍”[J] 外语与外语教学 2000(6)
73．向朝红 “监察”学习理论及其对口语错误纠正的启示[J]．外语与外语教学1999 (7)
74．杨宇学 情感、策略、文化教学目标刍议[J]．中小学英语教学与研究2002 (2)
75．袁永芳．大学生英语阅读动机研究[J]．外语教学 2003 (2)
76．张其志．罗杰斯的创造性教育思想简述 [J]．外国教育研究 2000(4)
77．赵国霞．课堂师生互动极其对学生英语口语的影响 硕士论文(刘学惠指导)，南京师范大学 2002
78．郑立华．法语专业学生动机调查分析[J]．现代外语 1987 (1)
79．周福芹．大学英语学习动因研究[J]．外语界 2001 (6)
2. Allwright, D. Observation in language classroom[M]. London: Longman, 1988
3. Allwright D. & Bailey, K.M. Focus on the languae classroom[M]. Cambridge: Cambridge University Press. 1991
4. Anton, M. The discourse of a learner-centered classroom[J]. The Modern Language Journal 1999(83) 303-317
5. Arnold, J. Affect in language learning[M].(程晓棠导读) Beijing: Foreign Language Teaching and Research Press, 2000
6. Bailey, K.M.(ed.) Second language acquisition studies[M]. Newbury House: Rowley, Mass. 1983
7. Batten, M. Knowing how to teach well: teachers reflect on their classroom practice [M]. Hawthorn, Vic.: ACER, 1993.
8. Beason, L. Feedback and Revision in Writing across the Curriculum Classes[J]. Research in the teaching of English 1993(4) 395-418
9. Bowers, R. & Brumfit, C. Applied linguistics and English language teaching[M]. London: Macmillan, 1991.
10. Brown, H.D. Principles of Language Learning and Teaching[M]. Beijing: Foreign Language Teaching and Research Press, 2002
11. Byram, M. & Brumfit, C. Routledge encyclopedia of language teaching and learning[M]. London & New York: Routledge, 2001.
12. Carroll, S. Explicit and Implicit Negative Feedback[J]. SSLA 1993(1)5 357-386
13. Chainstain, K. Affective and ability factors in second language acquisition[J]. Language Learning 1975(25) 153-161
14. Chaudron, C. A descriptive model of discourse in the corrective treatment of learners' errors Language Learning 1977(27)29-46
15. Chenoweth, N.A. Attitudes and Preferences of ESL Students to Error Correction[J]. Studies in Second Language Acquisition 1983(1)79-85
16. Cohen, J. Educating minds and hearts[M]. New York: Teachers College Press, 1999.
17. Crooks, G. Planning and interlanguage variation[J]. Studies in Second Language Acquisition 1989(11)367-383
18. Cullen, R. Supportive teacher talk[J]. ELT 2002(2) 117-127
19. Day, R Student participation in the ESL classroom, or some imperfections in practice[J]. Language Learning 1984(34)69-102
20. Ellis, R.(ed.) Second language acquisition in context[M]. Prentice-Hall: Englewood Cliffes, N.J. 1987
21. Ellis, R. Instructed second language acquisition learning in the classroom[M]. Cambridge:Blackwell, 1990.
22. Ellis, R. The study of second language acquisition[M]. Shanghai: Foreign Language Teaching Press, 1994
23. Ellis, R.(ed.) Learning a second language through interaction[M]. Amsterdam/Philadelphia:John Benjamins Publishing Company, 1999
24. Ely, C. An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom[J]. Language Learning 1986(36)1-25
25. Fanselow, J. Beyoond Rashomon-conceptualizing and describing the teaching act.[J]. TESOL Quarterly 1977(11) 17-39
26. Ferris, D.R. The Influence of Teacher Commentary on Student Revision[J]. TESOL Quarterly 1997(2) 315-335
27. Gaies, S.J. The investigation of the language classroom processes. TESOL Quartly 1983(17) 205-217
28. Gardner, R & Lambert, W Motivational variables in second language acquisition Canadian Journal of Psychology 1959(13) 266-272
29. Gardner, R & Lambert, W Attitudes and motivation in second language learning[M]. Newbury House, Rowley, Mass. 1977
30. Gardner, R.C. Social psychology and second language learning London: Edward Arnold, 1985
31. Gardner, R & MacIntyre, P.D. A student's contributions to second language learning[J]. Language Learning 1991(25)211-230
32. Garton, S. Learner initiative in the language classroom[J]. ELT 2002(1) 47-55
33. Gass, S.M. Input, interaction and the second language learner Mahwah, NJ: Lawrence Erlbaum. 1997
34. Givvin, K.B. In the eyes of the beholder[J]. Teaching and teacher education 2001(17) 321-331
35. Gorbet, F. "To Err is Human": Error Analysis and Child Language Acquisition[J]. Applied Linguistics 1985(4) 22-28
36. Gredler, E. Classroom assessment and learning[M]. New York: Longman, 1999.
37. Hatano, G. & Okada, N. Affective minds[M]. New York: Elsevier, 2000.
38. Hermann, G. Attitudes and Success in Children's learning of English as a Second Language[J]. English Language Teaching Journal 1978(34) 247-254
39. Heyde, A. The relationship between self-esteem and the oral production of a second language Unpublished Ph.D dissertation, University of Michigan, Ann Arbor 1979
40. Horwitz, E.K. Preliminary evidence for the reliability and validity of a foreign language anxiety scale[J]. TESOL Quarterly 1986(20)559-562
41. Kleinmann, H Avoidance bahavior in adult second language acquisition[J].
Language Learning 1977(27)93-107
42. Larsen-Freeman, D., & Long, M.H. An introduction to second language acquisition research[M]. Beijing: Foreign Language Teaching and Research Press, 1991
43. Leary, M.R. Deconfounding the effects of dominance and social acceptance on self-esteem Personality and Social Psychology 2001(81)898-909
44. Lightbown, P. Classroom SLA research and second language teaching[J]. Applied Linguistics 2000(4) 431-462
45. Liu, J. Constructing Chinese Faces in American Classrooms[J]. Asian Journal of English Language Teaching 2001(11)1-18
46. Lyster, R. Corrective Feedback and Learner Uptake[J]. SSLA 1997(19)37-66
47. MacIntyre, P.D. & Gardner, R.C. Anxiety and second language learning[J]. Language Learning 1991(39)251-275
48. McLaughlin, W. & Pfeifer, S. Teacher evaluation: improvement, accountability, and effective learning[M]. New York: Teachers College Press, 1988.
49. McMillan, J.H. Classroom assessment: principles and practice for effective instruction[M]. Boston:Allyn and Bacon, 2001.
50. Muncie, J. Using written teacher feedback in EFL composition class[J]. ELT Journal 2000(1) 47-53
51. Nathan, M. Educating the emotions[M]. New York: Plenum Press, 1992.
52. Onwuegnuzie, A.J. Factors associated with foreign language anxiety[J]. Applied Psycholinguistics 1999(20) 217-239
53. Oxford, R. Where are we regarding language learning motivation?[J]. The Modern Language Journal 1994(78)512-514
54. Richards, J Longman Dictionary of Langue Teaching & Applied Linguistics[M]. Beijing: Foreign Language Teaching and Research
Press 2000
55. Richards, J.C. The dilemma of teacher education in second language teaching in TESOL[J]. TESOL 1987(21) 209-226
56. Richards, J.C. & Lockhart, C. Reflective teaching in second language classroom [M]. (武尊民导读) Beijing:Foreign Language Teaching and Research Press, 2000
57. Scovel, T The effect of affect on foreign language learning[J]. Language Learning 1978(28)129-142
58. van Lier, L The classroom and the language learner[M]. Longman: London, 1988
59. Wallace, M.J. Action research for language teachers[M]. (李静纯导读) Beijing:Foreign Language Teaching and Research Press, 2000
60. Williams, M. A framework for teaching English to young learners. In Brumfit, et al.(Eds) Teaching English to Children[M]. London: Collins, 1991
61. Williams, M. &Burden, R.L. Psychology for language teachers[M]. (刘学惠导读) Beijing: Foreign Language Teaching and Research Press, 2000
62. Yalden, J. Principles of course design for language teaching[M]. Beijing: Foreign Language Teaching and Research Press, 2000
63．大学英语 (修订版) 上海：上海外语教育出版社 2001 (23)
64．华惠芳．试论英语学习动机与策略的研究 外语界 1998 (3)
65．李滟波．非智力因素与外语学习[J] 山东外语教学 2000 (1)
66．刘建达．论外语学习中的情感过滤[J] 山东外语教学 1996 (4)
67．刘学惠．重视外语教学中的情感因素：罗杰斯人本主义教学观的启示[J]．中小学英语教学与研究 1988 (3)
68．刘学惠．我国中学生英语学习焦虑的调查与分析 中小学英语教学与研究 1989 (5)
70．王初明．外语学习中的认知与情感需要[J] 外语界1991 (4)
71．文秋芳．学习者因素与大学生四级考试成绩的关系[J]．外语教学与研究1996 (4)
72．吴丁娥．外语教学与外语习得中的“输入”及“情感障碍”[J] 外语与外语教学 2000(6)
73．向朝红 “监察”学习理论及其对口语错误纠正的启示[J]．外语与外语教学1999 (7)
74．杨宇学 情感、策略、文化教学目标刍议[J]．中小学英语教学与研究2002 (2)
75．袁永芳．大学生英语阅读动机研究[J]．外语教学 2003 (2)
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