语言思维模式对二语交际意愿的影响研究——学习情绪和自我效能感的多重中介作用分析  

The effects of language mindsets upon L2 willingness to communicate:An analysis of the multiple mediating roles of academic emotions and self-efficacy

作　　者：韦晓保[1] 陈巽 Wei Xiaobao;Chen Xun

机构地区：[1]华东理工大学外国语学院 [2]华东理工大学

出　　处：《西安外国语大学学报》2022年第4期58-63,共6页Journal of Xi’an International Studies University

基　　金：国家社科基金项目“维吾尔族儿童汉语早期阅读能力发展追踪及预测模型构建研究(项目编号:20BYY089)”;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(项目编号:2020SYLZDXM011)的阶段性研究成果。

摘　　要：作为衡量二语习得成效的关键指标,交际意愿一直是二语习得领域研究的热点。本研究基于对622名中国非英语专业大一学生的问卷调查,采用结构方程建模的方法探究了语言思维模式对二语交际意愿的影响及学习情绪和自我效能感在其中的调节作用。结果显示:学习情绪和自我效能感在语言思维模式与二语交际意愿之间起着完全中介作用,其中,愉悦感和自我效能感在成长型语言思维和二语交际意愿之间起着正向调节作用,而愉悦感和焦虑在固定型语言思维和二语交际意愿之间起着负向调节作用。可见,积极的学习信念更容易激发学习者正向的学习情绪、提升自我效能感和二语交际意愿。研究结果不仅印证了拓展—建构理论,还为学习者语言学习信念的干预提供了一定的启示。As a crucial aspect of second language acquisition,willingness to communicate(WTC) in a second language(L2)has been invariantly the research focus in the field of second language acquisition.The present study,through a questionnaire survey among 622 subjects,investigates the effects of language mindsets upon L2 WTC and the multiple mediating roles of learning emotions and self-efficacy in between via structural equation modeling(SEM).The results show that the effects of language mindsets on L2 WTC are fully mediated by learning emotions and self-efficacy;to illustrate,enjoyment and self-efficacy positively mediate the link of growth language mindsets on L2 WTC,whereas enjoyment and anxiety negatively mediate the link of fixed language mindsets on L2 WTC.It is concluded that positive learning beliefs play a vital role in triggering learners’ positive emotions,boosting their feelings of self-efficacy and raising their willingness to communicate in L2.The findings not only give support to broaden-and-build theory,but also provide pedagogical implications for the interventions of L2 learning beliefs.

关 键 词：二语交际意愿 语言思维模式 学习情绪 自我效能感 

分 类 号：H319[语言文字—英语]