社会关系在儿童主动英语学习中的作用

Q2 Arts and Humanities
Maja Matrić, Mihaela Brumen, K. Košir
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引用次数: 3

摘要

摘要我们的研究旨在调查满足相关需求的测量(感知的学术和个人同伴支持以及教师评估的学生社会接受度)与主动英语作为外语(EFL)的测量(教师评估和学生自我评估的EFL参与度和EFL焦虑)之间的关系,以及在EFL环境中可能存在的性别差异。这项研究包括来自斯洛文尼亚农村小学的535名学生和11名教师。关联性需求对学生的情感英语参与和教师评估的英语参与的预测价值最强,其次是学生的行为英语参与和英语焦虑。报告同伴支持率较高且被老师评估为更容易被社会接受的学生体验到更高的参与度(自我评估和教师评估)和更低的EFL焦虑。除了焦虑之外,所有积极学习的指标对女孩来说都更高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of Social Relationships in Children’s Active EFL Learning
Abstract Our research aimed to investigate the relationship between the measures of satisfied need for relatedness (perceived academic and personal peer support and teacher-assessed social acceptance of the student) and measures of active English as a Foreign Language (EFL) (teacher-assessed and student self-assessed EFL engagement and EFL anxiety), as well as possible gender differences in an EFL setting. The research included 535 students and 11 teachers from rural primary schools in Slovenia. The predictive value of need for relatedness was the strongest for students’ emotional EFL engagement and teacher-assessed EFL engagement of the students, followed by students’ behavioral EFL engagement and EFL anxiety. Students who report higher peer support and are assessed as more socially accepted by their teachers experience higher engagement (self-assessed and teacher-assessed) and lower EFL anxiety. All measures of active learning, apart from anxiety, were higher for girls.
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来源期刊
Psychology of Language and Communication
Psychology of Language and Communication Arts and Humanities-Language and Linguistics
CiteScore
0.80
自引率
0.00%
发文量
11
审稿时长
14 weeks
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