教师反馈素养视阈下的外语写作教师情绪体验与情绪调节

Foreign language writing teachers'emotional experience and emotion regulation from the perspective of the teacher feedback literacy

外语写作教师反馈任务繁重,且批阅的学生习作常呈现鲜明个体差异,因而可能体会到与反馈相关的各种情绪。现有文献主要关注教师反馈素养的认知与实践维度,较少探究情感维度,而教师的情绪调节能力也是反馈素养的重要组成部分。本文采取质性研究的关键事件方法,通过教师访谈与学生习作收集,考查了12位英语写作教师在反馈过程中的情绪体验、情绪调节以及反馈认知因素的影响。研究发现教师在反馈过程中感受到丰富的情绪,负性情绪的种类及数量均多于正性情绪与中性情绪。为改善情绪体验及反馈效果,受访教师在反馈活动全程采用了多种策略来调节情绪,其中认知改变和反应调整使用频率最高,主要受到教师自身反馈专业知识和反馈观念的影响。本文丰富了教师反馈素养情感维度的研究,对外语教师的反馈素养发展亦有一定启示意义。

Language writing teachers are burdened with giving feedback on essays of varying quality,which may trigger feedback-related emotions.While teacher feedback literacy research often emphasizes cognitive and practical dimensions over the affective dimension,it is crucial to recognize emotion regulation as an integral part of teacher feedback literacy.This study examines the emotions,emotion regulation strategies,and cognitive factors influencing strategy selection among 12 English writing teachers during the feedback process.Using a critical incident approach,data are gathered from teach-er interviews and feedback materials.The findings reveal various feedback-related emotions,among which the type and number of negative emotions surpass those of positive and neutral ones.To improve emotional experiences and feedback effectiveness,teachers often regulate their emotions through cognitive change and response adjustment the most throughout the design and enactment of feedback activities.Strategy selection is usually influenced by teachers'knowledge and per-ceptions of feedback.The study enriches the affective dimension of teacher feedback literacy and carries implications for developing language teachers'feedback literacy.