外语教师情感研究二十年:研究视角、方法和发现  

Research on Foreign Language Teachers’Emotions in the Past Twenty Years:Theoretical Perspectives,Research Methods and Findings

作　　者：孙引 陈则航[1] SUN Yin;CHEN Zehang(School of Foreign Languages and Literature,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学外国语言文学学院,北京100875

出　　处：《山东外语教学》2024年第6期43-53,共11页Shandong Foreign Language Teaching

基　　金：国家社科基金项目“中英学术论文写作中的思辨对比研究”(项目编号:19BYY233)的阶段性成果。

摘　　要：本研究基于国内外2001年至2023年间265篇核心期刊文章,系统分析了外语教师情感研究的理论视角、研究方法以及研究发现。分析结果显示,外语教师情感研究的理论视角呈多元化发展趋势,但仍以心理动力学和社会建构视角为主;研究方法涉及量化、质性、混合三种范式,但各类别的研究选取的范式及方法较为同质;已有研究主要聚焦外语教师情感的产生、调节和作用过程,发现它受到教师因素、情境因素以及情绪管理能力的影响,同时也会对教师的认知、情感和行为产生影响。基于此,本研究建构了外语教师情感模型,并为未来外语教师情感研究提出建议。This study reviews 265 articles published in core journals both domestically and internationally from 2001 to 2023,providing a synthesis of the theoretical perspectives,research methods and findings in the field of FL teacher emotion research.The results reveal a diversification in theoretical perspectives,with a notable emphasis on psycho-dynamic and social constructionist approaches.Methodologically,the research spans quantitative,qualitative and mixed-methods paradigms,though a tendency toward homogeneity in methods persists across research categories.Additionally,the existing research primarily explores the emergence,regulation and impact of FL teachers’emotions,revealing that these emotions are influenced by factors related to teachers,situational contexts,and emotional management capabilities.In turn,these emotions impact teachers’cognition,affect,and behavior.Drawing from these insights,this study develops a FL teacher emotion model and provides suggestions for future research directions.

关 键 词：外语教师 情感研究 述评 

分 类 号：H319[语言文字—英语]