情绪智力、语言思维模式与二语交际意愿的关系研究  

A structural analysis of emotional intelligence,language mindsets and L2 willingness to communicate(L2 WTC)

作　　者：韦晓保[1] 吴丽莉 陈巽 WEI Xiaobao;WU Lili;CHEN Xun

机构地区：[1]华东理工大学外国语学院,上海200237

出　　处：《外语界》2021年第6期80-89,共10页Foreign Language World

基　　金：北京外国语大学北京高校高精尖学科“外语教育学”建设项目(编号2020SYLZDXM011)的支持。

摘　　要：本研究以929名中国大学非英语专业一年级学生为研究对象,通过问卷调查和结构方程建模方法探究了情绪智力对二语交际意愿的影响以及语言思维模式、学习情绪在其中的调节作用。结果显示,情绪智力对二语交际意愿具有直接预测作用,并经由语言思维模式和愉悦感的多重中介对二语交际意愿产生间接影响,从而验证了"情绪智力→学习观念→学习情绪→动机行为"的关系链假设。研究结论表明,情绪管理和人际关系处理能力能够促进二语交际意愿提升,特别是良好的情绪智力水平有助于学习者更加积极地看待语言学习和调动学习过程中的积极情绪,促使其更加主动地投入二语交际。The present study, through a questionnaire survey among 929 Chinese non-English major freshmen, examined the influences of emotional intelligence upon L2 willingness to communicate(L2 WTC), and the mediating roles of language mindsets and enjoyment in between. It was found that emotional intelligence could not only predict L2 WTC positively, but also exert an indirect influence upon L2 WTC through a multiple mediation via language mindsets and enjoyment, which gives support to the chain hypothesis, i.e. “emotional intelligence→learners’ beliefs→academic emotions→motivated behavior”. The results suggest that the more capable L2 learners are of managing emotions and handling interpersonal relationships, the more willing they would be to communicate in an L2;furthermore, higher emotional intelligence could stimulate learners to view language learning more positively, and invoke more positive emotions in the process of learning, thus motivating them to engage in L2 communication more actively.

关 键 词：情绪智力 语言思维模式 愉悦感 二语交际意愿 

分 类 号：H319[语言文字—英语]