教师支持对大学生二语交际意愿的影响:思维模式和学业情绪的中介作用

Effects of teacher support on university students'L2 willingness to communicate:Mediating roles of mindsets and academic emotions

本研究以二语交际意愿模型和控制—价值理论为基础,通过对881名本科生的问卷调查,探究了教师支持、成长型语言思维模式、学业情绪对二语交际意愿的影响路径。结果显示:(1)3种教师支持均对愉悦具有显著正向预测作用,对焦虑无预测作用,只有学业支持正向预测成长型语言思维模式;(2)成长型语言思维模式对愉悦和二语交际意愿具有显著正向预测作用,对焦虑无预测作用;(3)愉悦和二语交际意愿呈显著正相关关系,焦虑和二语交际意愿呈显著负相关;(4)教师支持不能直接预测二语交际意愿,但学业支持可通过成长型语言思维模式和愉悦发挥间接预测作用。研究结果为提升学生二语交际意愿提供了启示。

Based on the model of willingness to communicate(WTC)in ESL and the control-value theory,this study investigates the impact paths of the teacher support,growth language mindset and academic emotions on L2 WTC by a questionnaire survey among 881 university undergraduate students.The results show that:(1)all three types of teacher support positively predict enjoyment but not anxiety,and only academic support positively predicts the growth language mindset;(2)the growth language mindset positively predicts both enjoyment and L2 WTC,while it has no predictive effect on anxiety;(3)enjoyment has positive predictive effects on L2 WTC,whereas anxiety has negative predictive effects on it;(4)teacher support does not directly predict L2 WTC,but academic support can indirectly predict it through the growth language mindset and enjoyment.The study provides implications for enhancing students'L2 WTC.