二语学习中的情绪研究:回顾与展望  

Emotions in Second Language Learning:Retrospect and Prospect

作　　者：李成陈 李嵬[2] 江桂英[3] LI Chengchen;LI Wei;JIANG Guiying(Huazhong University of Science and Technology;University College London;Xiamen University)

机构地区：[1]华中科技大学 [2]伦敦大学学院 [3]厦门大学

出　　处：《现代外语》2024年第1期63-75,共13页Modern Foreign Languages

基　　金：国家哲学社科基金青年项目“学习环境对农村留守儿童英语学习行为的影响及其心理机制研究”(19CYY017);华中科技大学2023年教学研究项目“积极心理学视角下的外语学习情绪调节及成效研究”(2023104)的阶段性成果。

摘　　要：近十年来,二语学界掀起了情绪研究热潮,不断从积极心理学、教育心理学等相邻学科引入新的概念、话题、理论和研究方法。本文首先回顾了二语学习情绪研究的三大发展阶段和主要理论,梳理出五项主要研究内容:1)情绪的概念探索与测量;2)情绪与其他变量的关系;3)情绪与二语学业成绩的关系;4)情绪的起因;5)情绪的发展变化。进而从认识论和方法论出发,发现现有研究存在诸多不足,如对情绪的理解过于笼统、缺乏语言学视角下的情绪理论、理论未与信息化外语教学对接、研究工具多为脱离情境的自陈式工具等。最后,针对以上问题提出相应建议,呼吁未来研究着重考察情绪对二语学习过程的影响、情绪互动与传染、情绪调节和干预、任务型教学环境下的情绪以及认知-情绪互动等。Second/foreign language(L2)learner emotions have been extensively studied in the past decade with emerging concepts,topics,theories,and research methods introduced from neighboring disciplines,including positive psychology and educational psychology.In this review article,we first provide an overview of three developmental stages of the field,describe major theories,and summarize five main research strands:(1)the conceptualization and measurement of emotions,(2)correlations between emotions and other variables,(3)links between emotions and academic achievement,(4)sources of emotions,and(5)the development of emotions.Then,we identify major epistemological and methodological issues of the current research,such as simplistic conceptualizations of emotions,the lack of a linguistic lens on emotions,the lack of theories accommodating technology-enhanced L2 learning,and the dominant use of context-independent selfreport methods.Finally,we provide corresponding suggestions and point out several research directions,including the effect of emotion on L2 learning processes,emotion interaction and contagion,emotion regulation and intervention,emotion in task-based language teaching,and emotion-cognition interaction.

关 键 词：积极心理学 情绪 认知 二语习得 任务型教学 

分 类 号：H319[语言文字—英语]