Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study
复制标题
课堂环境中的动机、情感、学习体验和第二语言可理解性发展：横断面和纵向研究
DOI：
10.1111/lang.12297
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发表时间：
2018
影响因子：
4.4
通讯作者：
In'nami Yo
中科院分区：
文献类型：
--
作者：
Saito Kazuya;Dewaele Jean-Marc;Abe Mariko;In'nami Yo
本研究对 108 名高中生在英语作为外语 (EFL) 课堂上如何根据不同的动机、情感和经验情况增强其第二语言 (L2) 言语的可理解性进行了横断面和纵向分析。学生的学习模式主要与他们的情绪状态（焦虑与享受）有关，其次与他们的动机倾向（对理想未来自我的清晰愿景）有关。学生的焦虑以及较弱的理想二语自我与他们在项目开始时的表现（他们在几年的英语教学后取得的表现）呈负相关。学生的享受程度以及更理想的第二语言自我预测了他们在项目的 3 个月框架内练习和发展第二语言演讲的程度。结果表明，更频繁地使用积极情绪直接影响习得，这反过来可能会导致消极情绪的减少和更好的长期二语可理解性。开放实践本文已被授予开放材料徽章。研究材料可在 IRIS 数字存储库中公开访问：http://www.iris-database.org。从开放科学中心了解有关开放实践徽章的更多信息：https://osf.io/tvyxz/wiki。
This study presents a cross‐sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students’ learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear vision of ideal future selves). Students’ anxiety together with weaker Ideal L2 Self related negatively to their performance at the beginning of the project—performance that they had achieved after several years of EFL instruction. Students’ enjoyment together with greater Ideal L2 Self predicted the extent to which they practiced and developed their L2 speech within the 3‐month framework of the project. Results suggest that more frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better long‐term L2 comprehensibility.Open PracticesThis article has been awarded an Open Materials badge. Study materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.