近年来生成式人工智能技术受到中学英语教育者的广泛关注关注。但在利用生成式人工智能进行中学外语教学辅助和学习辅助过程中也出现了忽略
学生主体性、教育失范风险等一系列问题。目前，在初中学校英语教学过程中，尚未发现行之有效的生成式人工智能英语教学辅助的学习模式。本研究从生成式人工智能在中学外语教育应用现状出发，总结出基于生成式人工智能对话式外语教学新模式。通过对37 名初中学生进行为期12 个学时的教学实验，探究基于生成式人工智能对话式外语教学新模式和传统教学方式对学生英语学习动机水平、英语学习焦虑水平、英语水平的影响及其差异。并对实验组数据建立有调节的中介模型，探究基于生成式人工智能对话式外语教学新模式的作用机制。研究结果表明，基于生成式人工智能对话式外语学习新模式有助于降低学生英语学习焦虑；基于生成式人工智能对话式外语学习新模式通过影响英语学习动机来间接提升英语学习成绩。这一研究发现将为初中阶段采用生成式人工智能进行英语教学辅助提供有效的理论与实践指导。

In recent years, generative artificial intelligence technology has been widely concerned by middle school English educators. However, in the process of using generative artificial intelligence to assist middle school foreign language teaching and learning, a series of problems such as ignoring students' subjectivity and the
risk of educational anomie have also emerged. At present, in the process of junior high school English teaching, there is no effective learning mode assisted by generative artificial intelligence. Based on the current situation of the application of generative artificial intelligence in middle school foreign language education, this study summarizes a new conversational foreign language teaching model based on generative artificial intelligence. Through a 12-hour teaching experiment on 37 junior middle school students, this paper explores the effects of the new mode of generative artificial intelligence-based conversational foreign language teaching and traditional teaching methods on students' English learning motivation level, English learning anxiety level and English level and their differences. In addition, a moderated mediation model was established to explore the mechanism of the new conversational foreign language teaching model based on generative artificial intelligence. The results show that the new conversational foreign language learning model based on generative artificial intelligence can help reduce students' English learning anxiety. The new conversational foreign language learning model based on generative artificial intelligence can indirectly improve English learning performance by affecting English learning motivation. This research finding will provide effective theoretical and practical guidance for the use of generative artificial intelligence in English teaching assistance in junior middle school.