随着心理学与二语习得领域的融合,探索人格特征和情绪因素对二语习得成效的影响已成为学界普通关注的重要课题。本研究以内蒙古某工科院校152名非英语专业本科生为研究对象,采用二语坚毅量表、学习倦怠量表和二语交际意愿量表,探究二语...随着心理学与二语习得领域的融合,探索人格特征和情绪因素对二语习得成效的影响已成为学界普通关注的重要课题。本研究以内蒙古某工科院校152名非英语专业本科生为研究对象,采用二语坚毅量表、学习倦怠量表和二语交际意愿量表,探究二语坚毅人格特质、学习倦怠情绪和二语交际意愿现状及三者之间的关系。研究结果显示:受试者二语坚毅与二语交际意愿均处于中等水平,学习倦怠处于中等偏低水平;二语坚毅与二语交际意愿显著正相关,学习倦怠与二语坚毅以及二语交际意愿显著负相关。研究结果可为学生二语交际意愿的培养与提升提供教学启示。With the integration of psychology and second language acquisition, it has become a hot topic to investigate the influence of personality traits and emotional factors on second language acquisition. This study takes 152 non-English major undergraduates from an engineering university in Inner Mongolia as subjects and the L2 Grit Scale, Learning Burnout Scale, and L2 WTC Scale as instruments to explore the current situation and relationship among the L2 grit, learning burnout and L2 willingness to communicate (L2 WTC). The results show that L2 grit and L2 WTC are at the middle level, and learning burnout is low to the middle level;L2 grit is significantly positively correlated with L2 WTC, and learning burnout is negatively correlated with L2 grit and L2 WTC. The findings can provide pedagogical implications for L2 WTC cultivation and promotion.展开更多
文摘随着心理学与二语习得领域的融合,探索人格特征和情绪因素对二语习得成效的影响已成为学界普通关注的重要课题。本研究以内蒙古某工科院校152名非英语专业本科生为研究对象,采用二语坚毅量表、学习倦怠量表和二语交际意愿量表,探究二语坚毅人格特质、学习倦怠情绪和二语交际意愿现状及三者之间的关系。研究结果显示:受试者二语坚毅与二语交际意愿均处于中等水平,学习倦怠处于中等偏低水平;二语坚毅与二语交际意愿显著正相关,学习倦怠与二语坚毅以及二语交际意愿显著负相关。研究结果可为学生二语交际意愿的培养与提升提供教学启示。With the integration of psychology and second language acquisition, it has become a hot topic to investigate the influence of personality traits and emotional factors on second language acquisition. This study takes 152 non-English major undergraduates from an engineering university in Inner Mongolia as subjects and the L2 Grit Scale, Learning Burnout Scale, and L2 WTC Scale as instruments to explore the current situation and relationship among the L2 grit, learning burnout and L2 willingness to communicate (L2 WTC). The results show that L2 grit and L2 WTC are at the middle level, and learning burnout is low to the middle level;L2 grit is significantly positively correlated with L2 WTC, and learning burnout is negatively correlated with L2 grit and L2 WTC. The findings can provide pedagogical implications for L2 WTC cultivation and promotion.
