大学英语学习者语用概念物质化发展过程中的情感及调节因素研究

A Study of college English learners'emotions and mediated factors during the materialization process of pragmatic concepts

情感影响概念发展过程。物质化过程作为概念语用教学法的内化中心环节,其中的情感状况与调节因素值得研究。因此,本文探究高、低两组水平大学英语学习者在情态动词概念物质化过程中的情感反馈和调节因素。研究发现高、低水平的积极情感学生多于消极情感学生;积极的事物调节给学生们带来主要影响,而消极调节能够通过不同的积极调节因素得到积极转化;高水平学生的事物调节种类更为丰富,低水平比高水平学生更依赖自我调节和他人调节。

Emotions influence the process of conceptual development.The materialization process of Concept-Based Pragmatic Instruction(C-BPI) is the central step for conceptual internalization,in which learners' emotional progressing states and regulating factors deserve further study.Therefore,this study investigates higher-level and lower-level college English students' emotional feedback and mediated factors during their materialization process of modal verbs.The results reveal that the number of higher-level and lower-level students who experienced positive emotions is more than those who were in negative emotions.Tools offer primarily positive mediation to students,while negative mediation could be transformed into positive mediation with assists of different positive mediated factors.Higher-level learners attain more diverse tool-regulation,while lower-level learners depend more on self-and other-regulation than higher-level learners.