英语专业学生学习情感自我调控历时研究——基于学习焦虑消弭策略的动态考察  

A longitudinal study of English majors’affective self-regulation from the perspective of learning anxiety elimination strategies

作　　者：常海潮[1] CHANG Haichao

机构地区：[1]天津理工大学语言文化学院

出　　处：《外语教育研究前沿》2020年第2期50-57,92,共9页Foreign Language Education in China

摘　　要：本研究采用问卷调查法、回溯质性访谈法和动态轨迹图法,从学习焦虑消弭策略入手,对6名英语专业学生一年内的学习情感自我调控进行历时考察。结果表明:1)焦虑轨迹随时间变化而起伏波动,其成因要素包括情感冷漠、情感受挫和情感压力;2)学习焦虑消弭策略包括元情感策略和情感策略,研究对象通过消弭策略对学习情感进行自我调控;3)自我调控与学习焦虑轨迹或此长彼消,或并行发展,呈现非线性交互关系。学习焦虑是一个软集合,消弭学习焦虑需要综合运用情感、认知、社会、动机等多种策略。By combining questionnaire survey,retrodictive qualitative interview and dynamic trajectory graph,the present study aims to examine longitudinally six English majors’affective self-regulation within one year from the perspective of learning anxiety elimination strategies.The results show that:1)the anxiety trajectories fluctuate along with the changing points as a consequence of emotional indifference,frustration and stress;2)learning anxiety elimination strategies include both meta-affective and affective strategies by means of which the participants self-regulate their learning emotions;and 3)the two trajectories of self-regulation and learning anxiety both diverge and run parallel,unfolding non-linear interactive relations.Eliminating learning anxiety as a soft-assembly requires synthesizing the strategies in affective,cognitive,social and motivational domains.

关 键 词：学习情感 学习焦虑 消弭策略 自我调控 动态系统理论 

分 类 号：H09[语言文字—语言学]