%0 Journal Article
%T 愉悦驱动交际&#65306;初中生外语课堂情感与互动研究<br>Pleasure-Driven Communication: A Study on Affective Factors and Interaction in Junior High School Foreign Language Classrooms
%A 赵文雯
%J Advances in Education
%P 900-907
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.155850
%X 本研究以重庆市某中学57名初二学生为样本&#65292;旨在探讨初中生外语愉悦情绪与外语课堂交际意愿的关系。采用量化调查法与质性观察工具&#65292;基于拓展&#8211;建构理论框架对数据展开实证分析。结果表明&#65292;外语愉悦情绪与课堂交际意愿呈现显著正相关(r = 0.72, p &lt; 0.01)。据此建议教师通过优化课堂互动环境、实施差异化情感支持策略及设计协作型学习任务&#65292;系统性提升学生的认知参与度与交际效能。<br>This study investigates the relationship between foreign language enjoyment (FLE) and classroom willingness to communicate (WTC) among 57 eighth-grade students from a middle school in Wanzhou District, Chongqing. Utilizing a mixed-methods approach combining quantitative surveys and qualitative observation tools, the research is grounded in the Broaden-and-Build Theory. Results demonstrate a significant positive correlation between FLE and WTC (r = 0.72, p &lt; 0.01). Based on these findings, practical recommendations are proposed for educators to enhance students&#8217; cognitive engagement and communicative efficacy, including optimizing classroom interaction environments, implementing differentiated emotional support strategies, and designing collaborative learning tasks.
%K 初中生&#65292
%K 外语愉悦情绪&#65292
%K 课堂交际<br>Junior High School Students
%K Foreign Language Enjoyment (FLE)
%K Classroom Willingness to Communicate (WTC)
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=115043