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作 者:Aya HAYASAKI Stephen RYAN 早崎绫;斯蒂文·瑞安(早稻田大学语言、艺术与科学研究生院,日本)
机构地区:[1]Graduate School of Letters,Arts and Sciences,Waseda University,Japan
出 处:《Chinese Journal of Applied Linguistics》2022年第1期17-31,150,共16页中国应用语言学(英文)
摘 要:This study investigates anxiety in foreign language learning from a positive psychology perspective,and in doing so,it considers some of the ways in which anxiety can interact with other aspects of language learner psychology to contribute to improved learning outcomes and improved learner well-being.The paper reports on a small-scale mixed-method study of English learners at a university in northern Japan.It shows how for many learners some of the most anxiety-provoking episodes were also the most rewarding and enjoyable,suggesting a need to reconsider simplistic accounts that present anxiety as an impediment to successful language learning.This is done by shifting to a positive psychology perspective.The paper concludes with a tentative model of how anxiety,when reframed as tension,can function as a core component of a more productive language learning experience.本研究从积极心理学视角对外语学习中的焦虑现象进行了研究,旨在反映外语学习焦虑与外语学习者心理中其他变量之间的关系,提高外语学习成效和提升学习者满足感。研究者对日本北部地区的大学英语学习者进行了小规模的混合研究。结果显示,对于多数外语学习者,某些外语学习经历最能诱发焦虑,同时也最有益且具有乐趣。因此,本研究建议学者们重新考虑焦虑是否是阻碍语言学习的因素,这一过于简单的观点。本研究从积极心理学视角重新审视了语言学习焦虑,并在焦虑重构为"紧张感"的基础上,提出了语言学习焦虑的操作性框架,认为焦虑是取得更有成效的语言学习经历的一个核心因素。
关 键 词:ANXIETY ENGAGEMENT ENJOYMENT positive psychology RELATIONSHIPS social comparisons tension
分 类 号:H09[语言文字—语言学] B842.6[哲学宗教—基础心理学]
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