二语学习情绪调节研究:理论基础、研究现状与未来展望

Emotion Regulation in L2 Learning:Theoretical Underpinnings,Current State of the Research,and Future Directions

情绪调节是二语学习研究领域日益关注的议题,国内外相关研究已取得初步成果。本文首先厘清情绪调节定义与主要理论框架,然后在回顾国内外近20年二语学习情绪调节高水平实证研究论文的基础上,梳理其理论基础、研究范式与方法工具、研究情境及人群、研究内容与结果。分析发现:(1)情绪调节过程模型与自我调节学习理论为主导,但理论多元化趋势初显;(2)针对高校EFL学生的量化截面研究占多数,应持续丰富研究设计,关注多样化情境与人群;(3)考察情绪调节策略使用的研究最为多见,未来研究应深入探究策略选择机制、调节效果、调节能力、调节方向等。本文最后为外语教学提供建议。

As emotion regulation receives increasing attention in the field of second language(L2)learning,related research home and abroad has yielded pioneering insights.The paper firstly sorts out the definition of emotion regulation and the major theoretical frameworks of emotion regulation,followed by a review of high-quality journal articles published home and abroad in the past 20 years on the topic of L2 emotion regulation in terms of theoretical underpinnings,research paradigms and methods,research contexts,participants,research foci,and major findings.The review reveals that(1)extant articles have drawn on increasingly diverse theoretical frameworks,despite the dominance of process model of emotion regulation and self-regulation theories;(2)the prevalence of cross-sectional,quantitative research on tertiary-level EFL students suggests a need to continuously diversify research design,instruments,research contexts,and participants;(3)while L2 learners'use of emotion regulation strategies is the most prominent research focus,future research may explore the selection mechanism of emotion regulation strategies,examine the effects of emotion regulation,gauge emotion regulation competence,and investigate the direction of emotion regulation.The paper is concluded with pedagogical implications.