积极心理学视角下二语写作学习的情绪体验及情绪调节策略研究——以书面纠正性反馈为例

Emotional experiences and emotion regulation strategies in second language writing classrooms from the perspective of Positive Psychology: What can we learn from written corrective feedback situations?

本研究从积极心理学视角出发,结合控制—价值理论,以书面纠正性反馈(WCF)为例,采用个案研究方法探究四名中国大学生在二语写作学习过程中的学业情绪及其调节策略。结果显示,WCF唤醒了横跨正性、中性、负性效价和高、中、低程度的不同学业情绪,且情绪动态变化、因人而异;学生在修改过程中运用情感导向策略、评估导向策略、情境导向策略进行自我情绪调节。研究对如何运用积极心理学理论提升二语写作学习中学生的身心健康和学习效果具有重要启示。

From the perspective of Positive Psychology(PP),informed by the control-value theory,this multi-case study investigated four Chinese university EFL students’academic emotions after receiving WCF in learning second language writing,and their emotion regulation strategies.Data indicated that WCF induced a wide range of discrete emotions,including positive,neutral and negative emotions of high,medium and low activation levels and with great intra-individual and inter-individual variations.The students used emotion-oriented,appraisal-oriented,and situation-oriented strategies to self-regulate emotions throughout their revision processes.The study has important implications for using PP to promote students’physical-mental health and learning achievement in second language writing.