|
|
Modern Linguistics 2025
中学生情绪状态与外语学习能力关系研究
|
Abstract:
本研究基于多维情绪量表和LLAMA语言能力测试，系统探讨了情绪因素(包括状态无聊、特质无聊、状态焦虑、特质焦虑及正负性情绪)与中国中学生外语学习能力的关系。研究结果显示，状态无聊和特质无聊与LLAMA D (声音识别，p = 0.001)、LLAMA E (词汇学习，p = 0.007)、LLAMA F (语法归纳，p = 0.038)三项语言子能力均呈显著负相关；而在LLAMA B (声音辨别，p > 0.05)维度上，未见显著相关关系。本研究在理论层面上为Pekrun的控制–价值理论(Control-Value Theory)与Fredrickson的拓展——建构理论(Broaden-and-Build Theory)提供了实证支持，揭示负性情绪可能通过削弱学习动机并限制认知资源，进而抑制信息加工效率，最终影响外语学习表现。基于此，研究建议外语教学实践应高度重视学生的情绪状态，依据不同语言能力，设计并实施差异化的情绪调节与干预策略，以提高外语学习能力。
This study employed the Multidimensional Mood Questionnaire and the LLAMA test, to systematically explore the relationship between emotional factors (including state boredom, trait boredom, state anxiety, trait anxiety, and both positive and negative emotions) and foreign language aptitude among Chinese middle school students. The findings showed that both state boredom and trait boredom were significantly negatively correlated with three LLAMA subcomponents: LLAMA D (sound recognition, p = 0.001), LLAMA E (vocabulary learning, p = 0.007), and LLAMA F (grammatical inference, p = 0.038). In contrast, no significant association was observed for LLAMA B (phonetic discrimination, p > 0.05). The findings provide empirical support for Pekrun’s Control-Value Theory and Fredrickson’s Broaden-and-Build Theory, suggesting that negative emotions may impair foreign language aptitude by undermining learning motivation and limiting cognitive resources, thereby reducing information processing efficiency. In light of these findings, it is recommended that foreign language instruction should incorporate differentiated emotional regulation and intervention strategies aligned with learners’ specific language learning profiles to enhance foreign language aptitude.
| [1] | Sunuodula, M. and Feng, A. (2011) Chapter 13. Learning English as a Third Language by Uyghur Students in Xinjiang: A Blessing in Disguise? In: Feng, A., Ed., English Language Education across Greater China, Multilingual Matters, 260-283. https://doi.org/10.21832/9781847693518-015 |
| [2] | Luthfia, A. (2014) Pentingnya Kesadaran Antarbudaya dan Kompetensi Komunikasi Antarbudaya dalam Dunia Kerja Global. Humaniora, 5, 9-22. https://doi.org/10.21512/humaniora.v5i1.2976 |
| [3] | Ford, B.Q. and Mauss, I.B. (2014) The Paradoxical Effects of Pursuing Positive Emotion. In: Gruber, J. and Moskowitz, J.T., Eds., Positive Emotion: Integrating the Light Sides and Dark Sides, Oxford University Press, 363-381. https://doi.org/10.1093/acprof:oso/9780199926725.003.0020 |
| [4] | Forgas, J.P. (2017) Can Sadness Be Good for You? Australian Psychologist, 52, 3-13. https://doi.org/10.1111/ap.12232 |
| [5] | Fredrickson, B.L. (2001) The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. American Psychologist, 56, 218-226. https://doi.org/10.1037/0003-066X.56.3.218 |
| [6] | Pekrun, R. (2006) The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9 |
| [7] | 陈梦婷. 基于拓展-建构理论的积极情绪干预在大学生中的应用进展[J]. 心理学进展, 2024, 14(3): 401-406. |
| [8] | Chruszczewski, M.H. (1970) Boredom and Its Typologies. Kultura-Społeczeństwo-Edukacja, 17, 235-249. https://doi.org/10.14746/kse.2020.17.10.2 |
| [9] | van Tilburg, W.A.P. and Igou, E.R. (2011) On Boredom: Lack of Challenge and Meaning as Distinct Boredom Experiences. Motivation and Emotion, 36, 181-194. https://doi.org/10.1007/s11031-011-9234-9 |
| [10] | Seiler, J.P., Zerr, K., Rumpel, S. and Tüscher, O. (2023) High State Boredom Vastly Affects Psychiatric Inpatients and Predicts Their Treatment Duration. Translational Psychiatry, 13, Article No. 350. https://doi.org/10.1038/s41398-023-02650-9 |
| [11] | Pekrun, R. and Linnenbrink-Garcia, L. (2014) International Handbook of Emotions in Education. Routledge. https://doi.org/10.4324/9780203148211 |
| [12] | Vodanovich, S.J. (2003) Psychometric Measures of Boredom: A Review of the Literature. The Journal of Psychology, 137, 569-595. https://doi.org/10.1080/00223980309600636 |
| [13] | Pawlak, M., Zawodniak, J. and Kruk, M. (2020) Boredom in the Foreign Language Classroom: A Micro-Perspective. Springer Nature. |
| [14] | Elpidorou, A. (2017) The Good of Boredom. Philosophical Psychology, 31, 323-351. https://doi.org/10.1080/09515089.2017.1346240 |
| [15] | 王银泉, 万玉书. 外语学习焦虑及其对外语学习的影响——国外相关研究概述[J]. 外语教学与研究, 2001(2): 122-126. |
| [16] | Alnuzaili, E.S. and Uddin, N. (2020) Dealing with Anxiety in Foreign Language Learning Classroom. Journal of Language Teaching and Research, 11, 269-273. https://doi.org/10.17507/jltr.1102.15 |
| [17] | 董连棋. 控制-价值评价对外语课堂焦虑和愉悦的预测作用[J]. 外语界, 2022(3): 79-88. |
| [18] | Spielberger, C.D., Gonzalez-Reigosa, F., Martinez-Urrutia, A., Natalicio, L.F. and Natalicio, D.S. (2017) The State-Trait Anxiety Inventory. Interamerican Journal of Psychology, 5, 145-158. |
| [19] | Gaudry, E., Vagg, P. and Spielberger, C.D. (1975) Validation of the State-Trait Distinction in Anxiety Research. Multivariate Behavioral Research, 10, 331-341. https://doi.org/10.1207/s15327906mbr1003_6 |
| [20] | Ma, M. (2023) How Positive Emotions Affect Foreign Language Learning Enjoyment of University Students in Mainland China. In: The International Conference on Interdisciplinary Humanities and Communication Studies, The Authors, 640-647. https://doi.org/10.54254/2753-7048/6/20220590 |
| [21] | Qin, J. (2023) Comparison of Negative Emotions and Positive Emotions Correlations with the Study Ability of Language of Students. In: The International Conference on Interdisciplinary Humanities and Communication Studies, The Authors, 648-654. https://doi.org/10.54254/2753-7048/6/20220591 |
| [22] | 张亚雯, 黄晨璐. 青少年学业情绪研究综述[J]. 心理学进展, 2022, 12(9): 3115-3119. |
| [23] | Meara, P.M. (2005) LLAMA Language Aptitude Tests. Lognostics. |
| [24] | Granena, G. (2018) Cognitive Aptitudes and L2 Speaking Proficiency. Studies in Second Language Acquisition, 41, 313-336. https://doi.org/10.1017/s0272263118000256 |
| [25] | Carroll, J.B. and Sapon, S.M. (1959) Modern Language Aptitude Test: Manual. Psychological Corporation. |
| [26] | Spearman, C. (1904) The Proof and Measurement of Association between Two Things. The American Journal of Psychology, 15, 72-101. https://doi.org/10.2307/1412159 |
| [27] | Dewaele, J. and MacIntyre, P.D. (2012) The Two Faces of Janus? The Relationship between Language Anxiety and Language Enjoyment. In: MacIntyre, P.D. and Gregersen, T.F., Eds., Handbook of Emotion, Language, and Development, Taylor & Francis, 199-213. |
| [28] | Ranellucci, J., Hall, N.C. and Goetz, T. (2015) Achievement Goals, Emotions, Learning, and Performance: A Process Model. Motivation Science, 1, 98-120. https://doi.org/10.1037/mot0000014 |
| [29] | MacIntyre, P.D. and Gardner, R.C. (1994) The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44, 283-305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x |
