控制—价值评价对外语课堂焦虑和愉悦的预测作用

Predictive effects of control-value appraisals on foreign language classroom anxiety and enjoyment

近年来,情绪成为二语习得领域的热点话题,但目前解释学习者外语课堂情绪成因的研究却不多见。本研究基于学业情绪控制—价值理论,考察了251名中国英语学习者的外语学习控制—价值评价对外语课堂焦虑和愉悦情绪的预测作用。研究发现:(1)学习者在外语课堂中经历中等水平的外语焦虑和愉悦情绪,外语学习控制—价值评价总体处于中等到中上水平;(2)学习者的外语学习控制评价和积极(内在、外在)价值评价共同显著预测外语课堂焦虑和愉悦;(3)学习者的外语学习消极(成本)价值评价显著预测外语课堂焦虑,并与控制评价产生显著交互预测效应。研究结果可为理解外语学业情绪的诱发机制、实施外语课堂情绪干预提供启发。

Although recent years have witnessed a blooming scholarly interest in emotions in second language acquisition,little attention has been directed to the arousal of foreign language classroom emotions.Drawing on the Control-Value Theory,the present study investigated the predictive effects of foreign language(FL)learning control-value appraisals on foreign language classroom anxiety(FLCA)and foreign language enjoyment(FLE)among 251 Chinese FL learners.The results indicated that:(1)the participants experienced a medium level of FLCA and FLE,and had a medium to upper-medium level of control-value appraisals;(2)the participants’control and positive(intrinsic and extrinsic)value appraisals of FL learning jointly predicted their FLCA and FLE;(3)the participants’negative(cost)value appraisals of FL learning,while interacting with control appraisals,significantly predicted their FLCA.The results offer insights into the arousal of FL learning emotions,and provide implications for the intervention of foreign language classroom emotions.