情感变量对不同环境下英语交流意愿的影响  

The Impact of Affective Variables on Chinese EFL Students’Willingness to Communicate in In-Class,Out-of-Class,and Digital Contexts

作　　者：方欣欣 麦红宇[1] FANG Xin-xin;MAI Hong-yu(School of Foreign Languages,Guangxi University,Nanning 530004)

机构地区：[1]广西大学外国语学院,南宁530004

出　　处：《潍坊工程职业学院学报》2023年第3期91-98,103,共9页Journal of Weifang Engineering Vocational College

基　　金：广西高等教育本科教学改革工程项目“人工智能时代信息素养与英语教育的融合路径研究”(2023JGB107)阶段性成果。

摘　　要：以325名中国大学生为研究对象,通过问卷收集数据进行调查,探讨外语交流自信心、动力、焦虑、冒险行为的情感变量对不同环境下学生英语交流意愿的影响及差异。研究发现,中国大学生的英语交流意愿普遍较高,其中线上交流意愿最高;外语交流自信、动力、焦虑、冒险行为等均与不同环境下学生的交流意愿显著相关;外语自信、动力、焦虑是三种不同环境下学生交流意愿的主要影响因子,具有直接预测作用。A total of 325 Chinese students were investigated,and the data were collected by questionnaire.The present study explores the relationship between affective variables and willingness to communicate(WTC)among Chinese college students learning English as a foreign language in different contexts(in-class,out-of-class,and digital contexts).The affective variables are including L2 self-confidence,L2 motivation,L2 anxiety,and L2 risk-taking.Descriptive,correlation,and hierarchical regression analysis reveal three major results:First,Chinese college students generally have a high L2 WTC,which in the digital context is the highest.Second,L2 self-confidence,L2 motivation,L2 anxiety,and L2 risk-taking have a significant correlation with WTC.Third,L2 confidence and L2 motivation are the main predictive factors of students’WTC in three communicative contexts.

关 键 词：交流意愿 情感变量 交流环境 

分 类 号：H319[语言文字—英语]