Experimental Research On The 3D Techniques In VAO Teaching

In the history of educational research, much attention had been paid to the cognitive process of foreign language learning rather than to the emotional factors functioning during the course of learning until recently, a number of researches were undertaken on the affective elements in foreign language teaching and learning. Educators should try to reveal the nature of foreign language teaching and learning from both the cognitive and affective aspect in order to explore a scientific, efficient way of foreign language teaching. Foreign language anxiety and self-esteem, as two variables of the most important affective factors, is a combination of many kinds of affective states. However, affective variables have not attracted much attention in Chinese EFL teaching and few studies have been carried out about the students'experiences of anxiety and self-esteem in EFL classroom. The teachers should do more research on investigating the effect of 3D method on students'VAO learning. In order to meet the demand of modern society, English teachers are supposed to pay more attention to our students'development in their communicative competence and improve the traditional method which does not fit with the current circumstances. This paper explores the necessity of such integration from the internal areas such as the nature of language and language learning, theories of second language acquisition, theory of multiple intelligences and intercultural communicative competence.This research applies the 3D teaching method in the foreign language VAOT in colleges and universities. The 3D teaching method has the influence on the self-esteem, anxiety and achievement of the college students, so it supplies the foundation to explore the college English teaching model fitting for the students'mentality, psychological character and knowledge developing level. The Measurements of STAI, SES and some questionnaires were adopted in this research; eighty-five first-year students were taught by two different teaching methods of VAO during the eighteen-week experiment. The result of the experimental research shows: The conventional VAOT did not make the anxiety level of students down. On the contrary the state anxiety and trait anxiety of the students rose up greatly. Anxiety before and after examination changes obviously. The conventional VAOT had positive influence on the students'self-esteem. And the students made more rapid progress in their studies. The self-esteem of students rose obviously. The 3D-VAOT influenced the students'trait anxiety greatly, not the state anxiety. Compared with the conventional group, the anxiety level of the experimental group was much lower either before or after examination. The difference was so obvious that it is easily concluded that the positive effect of the self-esteem level on the experimental group was greater than that of the conventional group. The 3D-VAOT made the students'self-esteem level rise obviously. Compared with the conventional group, the self-esteem level of experimental group was even higher, the difference was obviously observed. That is, the effect of the anxiety level on the students was positively lower than that on the conventional group. The 3D-VAOT influenced the students'achievement obviously. The effect of the achievement on the students was greater than that on the conventional group.The paper provides both quantitative and qualitative data, which may be helpful for Chinese English researchers and teachers to be more aware of the role that 3D method plays in English classroom. By identifying the students'anxiety and self-esteem level and recognizing the potential sources, the instructors can help them find out some countermeasures and then obtain good learning efficiency.