Abstract
Flipped Class describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via short and concise videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. This dissertation sets the writing class as an example, it also compares the differences between the Flipped Class and the traditional teaching model, gives prominence to advantage of Flipped Class, combining with the anxiety presented by L2 leaners who were implemented the Flipped Class, in order to draw a conclusion whether it is viable to reduce anxiety in the second language acquisition by using Flipped Class teaching model. What’s more, it can directly or indirectly relieve the loneliness and helplessness, to reduce the anxiety, and to enhance the learning ability.
Key words: Flipped Class, L2 learners’ anxiety,
Contents
Abstract
中文摘要
1.Introduction1
2.Literature review2
2.1 Situation of L2 learners’ anxiety.2
2.2 Definition of Flipped Class teaching model5
2.3 Research status of reducing L2 learners' anxiety in the Flipped Class6
3.Report of Flipped class.7
3.1 Investigation background.8
3.2 Basic model of Flipped Class .8
3.2.1 Micro teaching video resources8
3.2.2 Instant online self-testing . 9
3.2.3 Summary of key points in videos . 9
3.2.4 Strategies used in cooperative writing 10
3.2.5 Question time and self-modification 11
3.2.6 One-to-one evaluation .12
3.2.7 Paragraph recitation 12
3.3 Research questions12
4.Analysis of Flipped Class teaching model reducing L2 learners’ anxiety.13
4.1 Comparison between the traditional teaching model and Flipped Class.13
4.1.1 Different teaching places 13
4.1.2 Different main subjects14
4.1.3 Different teaching contents14
4.2 Advantages of Flipped Class.16
4.2.1 Realize cooperative learning and fragment learning16
4.2.2 Realize hierarchical teaching and personalized learning17
4.2.3 Promote the efficiency of class.17
4.3 Analysis of Flipped Class reducing L2 learners’ anxiety18
5. Conclusion19
References.21
