情绪对二语写作创新影响的调查与实证研究  

An Investigating and Empirical Study of Emotional Effects on Creative Second Language Writing

作　　者：梁汇娟[1] 初彤[1] 

机构地区：[1]吉林大学

出　　处：《中国外语》2013年第2期61-66,共6页Foreign Languages in China

摘　　要：本研究的目的意在考察二语课堂上情绪对学习者二语写作创新产生的影响。作者使用了Watson(1988年)设计的"PANAS"问卷、学生个人信息问卷(Bio-information Questionnaire)、内测情绪问卷(Implicit Mood Questionnaire)和SPSS19.0人文社会科学统计学软件等实验工具,结合某一短时课堂写作测试和一学年的长时课堂写作训练对某重点大学非英语专业一年级的部分学生进行实证研究。实验结果表明:瞬时情绪、长时情绪都与受试的二语写作创新成绩显著相关。但与瞬时情绪相比,培养学习者的长时情绪在教学实践中更有实际意义。教师需要在日常教学中更多激发学生对二语写作创新形成长时情绪。研究者将兴趣、二语提高动力等因素和情绪因素一起作为预测自变量,将二语创新成绩作为因变量进行多元线性回归分析,发现三者均与二语写作创新相关,但是积极情感的模型拟合优度最好,这一结果表明教师有必要将培养积极情绪当做日后二语创新教学活动的重点。By using ＂The PANAS＂ Questionnaire （Watson, 1988）, students Bio-information Questionnaire, Implicit Mood Questionnaire, and SPSS 19.0, this study explores the effects of short- term mood and long-term mood on the creative writing of second language learners. This research is conducted in two parts： a short-term classroom writing test and long-term in-and-out classroom writing tasks are assigned to and done by first-year non-English major college students. The study finds that both short-term mood and long-term mood are correlated significantly with creative English writing. Long-term emotions, however, will produce more meaningful results than short- term emotions. Second language teachers are thus advised to motivate students＇ long-term positive mood in their writing classes as a way to improve students＇ creativity and second language writing abilities.

关 键 词：二语习得 写作 创新 情绪 

分 类 号：H319[语言文字—英语]