ABSTRACT

The main aim of this study was to test the effect of an emotionally-focused educational program on the language and emotional skills of children aged 9–11. Sixty seven pupils were divided randomly into an experimental group who received teaching on emotions in an oracy context, and into a control group who completed a learning sequence unconnected with the emotions and in a traditional educational oral context. The emotional and non-emotional language skills of the two groups were assessed in the pretest and the posttest. While it is noticeable that levels of vocabulary and comprehension improved for all pupils in the post test, only those who had completed the education programme on emotions displayed significantly improved skills in general oral production. The results highlight the fact that educational practices encouraging oracy in natural situations contribute to the development of oral language and listening and empathy skills.

摘要

本研究的主要目的是测试以情感为中心的教育计划对 9-11 岁儿童的语言和情感技能的影响。67 名学生被随机分成实验组，他们在口语情境中接受情绪教学，对照组则在传统口语情境中完成与情绪无关的学习序列。在前测和后测中评估了两组的情感和非情感语言技能。值得注意的是，所有学生的词汇量和理解力在后测中都有所提高，但只有那些完成了情绪教育计划的学生在一般口语表达能力方面表现出显着提高。