情绪体验与互动模式对合作学习情感投入的作用机理  

Effects of Learners' Emotions and Peer Interaction Patterns on Their Affective Engagement in English Collaborative Learning

作　　者：张凯[1] 李玉[1] 陈凯泉[1] ZHANG Kai;LI Yu;CHEN Kaiquan(Ocean University of China)

机构地区：[1]中国海洋大学

出　　处：《现代外语》2023年第3期371-383,共13页Modern Foreign Languages

基　　金：国家社会科学基金项目“我国大学生二语语用能力诊断性测评开发与效度研究”(20BYY108);山东省社会科学规划研究项目“大学生投入异步在线讨论的学习路径挖掘”(20CWZJ53);青岛市双百调研项目“智能时代人机协同教学的实施策略研究”(2022-B-112)的阶段性成果。

摘　　要：本研究利用社会网络分析法探究情绪体验和互动模式对中国大学生英语合作学习情感投入的影响。研究发现:1)英语合作学习情绪体验种类丰富,包含七类积极情绪与七类消极情绪;2)英语合作学习情绪体验具有动态性,积极情绪的发出和转入频次显著高于消极情绪;3)不同互动模式下的情绪体验关系复杂多样,合作型模式下情感投入网络密度高,情绪交互最为复杂;4)互动模式作用于学习者情感投入的效果显著,合作型模式下情感投入最高,主导被动型模式下情感投入最低。基于此,英语教师应当关注学习者互动过程中的情绪体验,设置适切的互动模式,采取必要的干预引导,有效激发学习者的积极情绪体验,提高其情感投入,进而形成积极情绪-有效互动-高质量英语学习的良性循环。This study explores the effects of learners' emotions and peer interaction patterns on their affective engagement in English collaborative learning through social network analysis.The findings show that:(1) the emotions are abundant,with seven positive and seven negative emotions displayed;(2) the emotions are dynamic.The frequency of out-degree and in-degree of positive emotions is significantly higher than that of negative emotions;(3) the emotions exhibit complexity.The collaborative pattern possesses the richest emotion nodes,the highest network density,and the most frequent transitions;and(4) the affective engagement of English learners under various interaction patterns are significantly different.The collaborative pattern has the highest affective engagement and the dominant/passive pattern has the lowest.Accordingly,English teachers should pay attention to the emotions of learners in the process of peer interaction.They should set up appropriate interaction patterns to effectively stimulate learners' positive affective engagement,thus achieving a virtuous circle of positive emotions-effective interaction-efficient English learning.

关 键 词：英语合作学习 情感投入 情绪体验 互动模式 社会网络分析 

分 类 号：H319[语言文字—英语]