情绪智力、课堂社交环境对二语交际意愿的影响——来自调节模型的证据

The Roles of Emotional Intelligence and Class Social Climate in L2 Willingness to Communicate:Evidence From the Moderating Model

交际意愿是衡量二语习得成效的重要指标,受学习者个体心理因素、情境因素和交际焦虑等多重因素的影响,但多重因素间的关系及其对交际意愿的共同作用机制尚不清楚。本研究基于929名中国非英语专业大学生的问卷调查,采用结构方程建模的方法探究了情绪智力对二语交际意愿的影响及课堂社交环境在其中的调节作用。结果显示:情绪智力对二语交际意愿有显著预测作用;课堂社交环境在情绪智力和二语交际意愿之间起着重要的调节作用;交际焦虑在课堂社交环境调节情绪智力和二语交际意愿的关系中起着中介作用。本研究构建了一个个体因素(情绪智力和焦虑)和情境因素(课堂社交环境)共同影响二语交际意愿的理论模型,为我们深入理解情绪智力影响二语交际意愿的内在机制和边界条件,更好地激发二语学习者口语交际意愿提供了理论依据和实证支持。

As an important indicator of second language learning outcome,willingness to communicate(WTC)in a second language(L2)has been widely known to be influenced by multiple factors,including individuals’psychological factors,contextual factors and communication anxiety.However,the relationships between these factors and the mechanism under their effects on L2WTC are still unclear.In this study,we recruited 929 first-year English-as-a-foreign-language(EFL)university students to examine how emotional intelligence predicts willingness to communicate and the moderating mediation role of class social climate between them.Structural equation model(SEM)demonstrated that emotional intelligence positively predicted L2 WTC;class social climate significantly moderated the association between emotional intelligence and L2WTC;communication anxiety mediated the moderation role of class social climate when it acts between emotional intelligence and L2 WTC.This study constructed a theoretical model combining both individual and situated factors for the exploration of the mechanisms of the effect of emotional intelligence on L2 WTC.It also provides practical implications for fostering L2 learners’willingness to communicate.