认知能力与情绪对二语写作水平的协同预测作用  

The Joint Contributions of Cognitive Abilities and Emotions to Second Language Writing Proficiency

作　　者：李成陈 李嵬[2] LI Chengchen;LI Wei(Huazhong University of Science and Technology;University College London)

机构地区：[1]华中科技大学 [2]伦敦大学学院

出　　处：《现代外语》2024年第4期465-477,共13页Modern Foreign Languages

基　　金：国家社科基金青年项目“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);华中科技大学自主创新研究基金(人文社科)项目“积极心理学视角下的乡村学生外语学习成效和影响机制研究”(2022WKYXZX001)的阶段性成果。

摘　　要：本研究基于Hayes (1996)的认知-情感写作模型,在积极心理学视域下考察认知能力与情绪对二语写作水平的影响。1036名中国初中英语学习者参与了工作记忆和语言学能等认知能力测试、外语写作愉悦和无聊情绪问卷调查以及《剑桥通用五级考试A2》中的写作测试。研究数据使用Mplus 8.3进行路径分析,分别建构预测写作水平的潜在直接和间接效应模型。研究结果支持了直接效应模型,发现认知能力和情绪显著相关,共同直接预测二语写作水平。本研究明确了认知-情感写作模型中的作用路径,也从个体差异视角为二语写作教学提供“认知-情绪”协同联动的教学启示。Underpinned by Hayes’(1996)cognition-affect model of writing within the background of the positive psychology movement,the study investigated how cognitive abilities and emotions contribute to second language writing proficiency.A total of 1036 EFL learners from a junior secondary school in China participated in two cognitive tests for working memory and language aptitude,a questionnaire survey for foreign language writing enjoyment and boredom,and a writing subtest of Cambridge A2 Key for Schools English Test.Path analyses were conducted with Mplus 8.3 to testify potential direct and indirect predicting models for writing proficiency.The direct model was supported,indicating that the above-mentioned cognitive abilities and emotions were correlated and co-predicted L2 writing proficiency directly.The findings specify the effect paths involved in the cognition-affect model of writing and highlight the need to capitalize on the synergy between cognition and emotion in second language writing pedagogy from the individual difference perspective.

关 键 词：工作记忆 语言学能 外语写作愉悦 外语写作无聊 情绪 

分 类 号：H319[语言文字—英语]