大学英语学习者社会支持感、外语情绪与学习投入的关系探究

A Study of the Relation Among College English Learners'Perceived Social Support,Foreign Language Emotions and Learning Engagement

基于对682名高校英语学习者的调查问卷探究了大学生社会支持感、外语情绪与学习投入现状以及三者之间的关系,研究发现:(1)大学英语学习者社会支持感和学习投入均处于中等偏上水平,英语学习过程中,他们经历较多愉悦情绪、中等水平的焦虑以及低水平的无聊情绪;(2)社会支持感对学习投入及其子维度均有显著正向预测作用,其中对认知投入预测作用最强,情感投入最弱;(3)社会支持感通过外语愉悦的中介作用正向预测学习投入,通过外语无聊的间接中介作用负向预测学习投入,而焦虑的中介效应不显著;(4)外语焦虑在社会支持感和学习投入之间起负向调节作用。因此,外语教师应积极构建有效的社会支持系统,培养学生正性情绪,以增强学生投入。

This research examines current situations of perceived social support,foreign language emotions and learning engagement and the relations among the three using data from a questionnaire survey of 682 college students learning English.The findings demonstrate that(1)college English learners'perceived social support and learning engagement are above the average level;in the process of English learning,they experience high-level enjoyment,medium-level anxiety and low-level boredom;(2)learning engagement and its sub-dimensions are significantly positively predicted by perceived social support,with cognitive engagement and emotional engagement having the highest and smallest predictive effects respectively;(3)through the indirect mediating effect,foreign language enjoyment positively predicts learning engagement;foreign language boredom negatively predicts learning engagement,while anxiety has no discernible mediating effect;(4)foreign language anxiety negatively moderates the relationship between perceived social support and learning engagement.The results show that foreign language teachers should actively construct efficient social support networks,and cultivate students'positive emotions to enhance their engagement.