控制—价值理论下大学生英语口语学业情绪探究  

Analysis on Chinese undergraduates emotion in learning English speaking from the perspective of Control-Value Theory

作　　者：林静[1] 叶荷[1] LIN Jing;YE He(School of Arts and Sciences,Fujian Medical University,Fuzhou 350122,China)

机构地区：[1]福建医科大学文理艺术学院,福建福州350122

出　　处：《福建医科大学学报（社会科学版）》2023年第4期68-73,74,共7页Journal of Fujian Medical University：Social Science Edition

摘　　要：基于学业情绪的控制—价值理论,考察183名非英语专业本科生的英语口语学业情绪(愉悦、倦怠)及其与控制—价值评价和口语学业成绩的相互关系。研究发现,口语学习者经历高水平的愉悦和低水平的倦怠;口语学习控制—价值评价可预测愉悦和倦怠;愉悦、倦怠分别正向、负向预测口语自评成绩,倦怠负向预测口语他评成绩。研究认为,教师应注重口语学习价值引导,采用有效的教学方法,提升口语学习可控感,并搭建情绪支架,创造积极的学习环境,增强学生的积极情绪体验,控制口语倦怠,从而提升教学效果。Based on the Control-Value Theory of academic emotions,this paper investigates 183 non-English major undergraduates'academic emotions on English speaking.The study found that these learners experienced high levels of enjoyment and low levels of burnout;control-value appraisals significantly predicted enjoyment and burnout;both emotions predicted students self-evaluation on their English speaking level,while burnout alone predicted students performance negatively.The research suggests that the teacher may emphasize the value of English speaking,adopt effective teaching methods to increase the controlability of learning,and establish effective emotional scaffolding in a positive learning environment,so as to enhance students'sense of enjoyment and other positive emotional experiences,control burnout,and thus improve teaching effects.

关 键 词：英语口语 控制—价值评价 学业情绪 愉悦 倦怠 

分 类 号：H319.3[语言文字—英语]