在线合作写作情境中愉悦情绪与情绪调节的跟踪研究  

A Longitudinal Study on Enjoyment and Emotion Regulation in Online Collaborative Writing

作　　者：张志鹏 刘婷 刘宏刚 ZHANG Zhipeng;LIU Ting;LIU Honggang

机构地区：[1]西北工业大学外国语学院,陕西西安710129 [2]苏州大学外国语学院,江苏苏州215006

出　　处：《外语与外语教学》2024年第2期49-60,147,共13页Foreign Languages and Their Teaching

基　　金：中央高校基本科研业务费专项资金资助项目“二语合作学习中的愉悦情绪及其影响机制研究”(项目编号:G2024KY05103)的阶段性研究成果。

摘　　要：本研究通过录像、愉悦曲线绘制及访谈等方法对三名英语专业大学生进行为期15周的跟踪调查,以考察其在线英语合作写作中愉悦情绪和情绪调节的发展变化和相互关联。结果表明:(1)随着在线合作写作的深入,小组群体愉悦情绪的出现频次与持续时长在波动中逐步上升;(2)学习者主要采用共享调节与协作调节两类人际情绪调节策略动态地调整小组群体的愉悦情绪,前者包括集体任务管理、集体任务聚焦、集体关注转移以及集体情绪宣泄策略,后者包括同伴认知重评、同伴指导及同伴鼓励策略;(3)在线合作写作前期,学习者主要使用协作调节,而中后期则大多使用共享调节。本文最后为未来研究与二语教学提供建议。Through video recordings,the plotted enjoyment curves,and interviews,the current study examined the development and interrelation of enjoyment and emotion regulation within the 15-week online English collaborative writing of three English-major students.The results indicated that:(1)as online collaborative writing progressed,the frequency and duration of the group-level enjoyment steadily increased despite fluctuations;(2)learners primarily employed two types of interpersonal emotion-regulation strategies,namely shared regulation and co-regulation,to dynamically adjust the group-level enjoyment.The former included collective management of task,collective focus on task,collective attention deployment,and collective emotion venting,while the latter comprised peers'cognitive reappraisal,peers'guidance,and peers'encouragement;(3)In the initial phase of online collaborative writing,learners predominantly engaged in co-regulation,whereas in the middle and later phases,they tended to use shared regulation.The paper concludes with implications for future research and second language teaching.

关 键 词：在线英语合作写作 愉悦情绪 情绪调节 共享调节 协作调节 

分 类 号：H319[语言文字—英语]