Volume 29, Issue 2
DOI: 10.24205/03276716.2020.244
CORRELATION BETWEEN LEARNING EFFECT AND PSYCHOLOGICAL ENVIRONMENT IN ENGLISH TEACHING: AN EMPIRICAL ANALYSIS BASED ON TERNARY INTERACTION THEORY
Abstract
In English teaching, the learning effect reflects the quality of knowledge acquisition of the students. The learning effect could be significantly affected by the psychological environment. This paper aims to identify the correlation between learning effect and psychological environment in English teaching, drawing on the ternary interaction theory and the theory of psychological environment. For this purpose, a questionnaire survey was conducted among English majors from seven colleges and universities in Hunan Province, China. Through the descriptive analysis of the collected data, the difficulty level, interest and classroom atmosphere in English learning, together with the educational level, were selected as the influencing factors of the correlation between learning effect and psychological environment in English teaching. Then, the correlation was analyzed empirically using the multivariate ordered logit model. The results show that some college students find it difficult to learn English and show no interest in English learning; the college students generally have a good classroom atmosphere of English learning; the psychological environment of English learners is greatly promoted by the educational level, interest in English learning and classroom atmosphere of English learning, and severely suppressed by the difficulty level of English learning. The research results help to enhance the English learning effect of college students.
Keywords
Ternary Interaction Theory, English Teaching, Learning Effect, Psychological Environment.