RTEDResearch on Teacher Education and Development3066-89993066-9006Art and Technology10.61369/RTED.2025270031Article具身认知理论下AI 赋能的大学英语听说教学路径探索https://artdesignp.com/journal/RTED/1/27/10.61369/RTED.2025270031杨木清20251272025-12-12针对大学英语听说教学中长期存在的“学用分离”与“开口焦虑”困境，本研究基于具身认知理论，构建了人工智能赋能的“场景— 交互— 迁移”（SIT）教学模型。该模型利用生成式AI 技术创设高保真多模态具身情境，通过高频次、低压力的双向人机互动提供个性化即时反馈，并引导学生将虚拟环境中习得的语言技能迁移至真实世界的交际任务中。为期一年的纵向教学实验数据显示，SIT 模型显著提升了学生的口语流利度与准确性，有效降低了外语学习焦虑（FLAS 降幅达18%），课程满意度超过90%。研究证实，该模式为人机协同环境下的语言教学改革提供了可复制的实践范式，有助于提升学生的跨文化交际胜任力。大学英语,人工智能,具身认知,SIT 教学模型,外语焦虑

[1] 文秋芳. 构建" 产出导向法" 理论体系[J]. 外语教学与研究, 2015, 47(4): 547-558+640.[2] 蔡基刚. 中国大学英语教学路在何方[M]. 上海: 上海交通大学出版社, 2012.[3]HORWITZ E K, HORWITZ M B, COPE J. Foreign language classroom anxiety[J]. The Modern Language Journal, 1986, 70(2): 125-132.[4]KASNECI E, SEßLER K, KÜCHEMANN S, et al. ChatGPT for good? On opportunities and challenges of large language models for education[J]. Learning and Individual Differences, 2023, 103: 102274.[5]LAN Y J, CHEN N S, SUNG Y T, et al. Mind and body learn together: Embodied cognition and language learning[C]//Proceedings of IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015: 469-471.[6]LAN Y J. Immersion, absorption, and flow: Virtual reality for second language learning[J]. Educational Technology & Society, 2020, 23(4): 1-15.[7]KOHNKE L. L2 learners' perceptions of a ChatGPT-supported language learning task[J]. RELC Journal, 2023: 00336882231195663.[8]TAI T Y, CHEN H H J. The impact of Google Assistant on EFL learners' speaking anxiety and willingness to communicate[J]. Interactive Learning Environments, 2022, 30: 1-14.[9] 教育部. 高等学校课程思政建设指导纲要[Z]. 教高〔2020〕3 号, 2020-05-28.[10] HWANG G J, CHIEN S Y. Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective[J]. Computers and Education: Artificial Intelligence, 2022, 3: 100082.