本校學位論文庫
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毛翔高
周立
教育學院
教育學碩士學位課程(中文學制)
碩士
提升中國學習者二語交際意願：愉悅、平和和無聊情緒的相對重要性分析
The Relative Importance of Enjoyment, Peace of Mind and Boredom in Promoting Chinese L2 English Learners’ Willingness to Communicate
第二語言教育 ; 外語愉悅 ; 外語無聊 ; 外語平和心態 ; 外語交流意願
Second language education ; foreign language enjoyment ; foreign language peace of mind ; foreign language boredom ; foreign language willing to communicate
公開日期：18/5/2028
《高中英语课程标准（2017年版，2020年修订）》强调，英语教学应注重学科育人价值的实现，重视培养学生正确的价值观和积极的情感态度，同时提升其情绪调控能力。 基于教育领域的文献研究表明，学习过程中的积极情绪和消极情绪普遍存在且影响显著，这一现象已成为教育心理学、二语情绪研究的新兴热点。 通过梳理相关研究可以发现，学习者的情绪状态与其学业表现存在密切关联，这一课题正逐渐成为教育学研究的重要方向。 而外语平和心态作为一种在集体主义社会和教育情境下开发的学习者情绪构念，目前受到关注不多，目前教育研究领域对积极情绪和消极情绪在英语学习中的共同影响关注较少。 鉴于此，本研究将针对中国高中生在外语课堂中的情绪体验展开调查，具体考察外语愉悦、平和心态及无聊感三个维度，重点探讨这些情绪对二语交际意愿的影响程度及其相对重要性。 在研究方法上，本研究采用问卷调查作为主要研究手段，通过《中文版外语愉悦量表》、《外语无聊量表》、《外语平和心态量表》及《英语沟通意愿量表》向福建省宁德市某中学的254名在校学生进行了调查。
通过问卷调查结果，本研究分析发现：
一，外语愉悦水平中等较高（3.4<M=4.52<5.0），外语平和心态水平处于中等水平（M=4.50>3.5），外语无聊水平呈中等偏低水平（M=3.63<2.4），课堂交流意愿呈现中等水平（3.4<M=3.43<5.0）。
二，研究数据显示，外语学习过程中的三种情绪状态呈现显著的相关性。 具体而言，外语愉悦与外语平和心态之间存在高度正相关（r = .862**），而与外语无聊则呈现显著的负相关（r = -.360**）。 同时，外语平和心态与外语无聊之间也存在显著的负相关关系（r = -.376**）。 研究进一步表明，外语学习情绪与课堂参与意愿之间存在显著关联。
数据分析显示，外语愉悦与课堂参与意愿呈现显著正相关（r = .542**），外语平和心态与课堂参与意愿呈现显著正相关（r = .580**），而外语无聊则与课堂参与意愿呈现显著负相关。 (r = -.175**)。
三，三种情绪均对课堂交流意愿存在显著的单独预测作用，外语平和心态对课堂交流意愿存在显著的正向预测作用，而外语愉悦和外语无聊对课堂交流意愿的预测作用受到了抑制，对课堂交流意愿不存在显著预测作用。 基于研究结果，本研究为提升学生的外语愉悦情绪、增强外语平和心态以及降低外语无聊情绪体验提出了建议，以期能够帮助学生有效地管理和调节自身的情绪状态，助力第二语言交流意愿的提升。 </b10>
通过问卷调查结果，本研究分析发现：
一，外语愉悦水平中等较高（3.4<M=4.52<5.0），外语平和心态水平处于中等水平（M=4.50>3.5），外语无聊水平呈中等偏低水平（M=3.63<2.4），课堂交流意愿呈现中等水平（3.4<M=3.43<5.0）。
二，研究数据显示，外语学习过程中的三种情绪状态呈现显著的相关性。 具体而言，外语愉悦与外语平和心态之间存在高度正相关（r = .862**），而与外语无聊则呈现显著的负相关（r = -.360**）。 同时，外语平和心态与外语无聊之间也存在显著的负相关关系（r = -.376**）。 研究进一步表明，外语学习情绪与课堂参与意愿之间存在显著关联。
数据分析显示，外语愉悦与课堂参与意愿呈现显著正相关（r = .542**），外语平和心态与课堂参与意愿呈现显著正相关（r = .580**），而外语无聊则与课堂参与意愿呈现显著负相关。 (r = -.175**)。
三，三种情绪均对课堂交流意愿存在显著的单独预测作用，外语平和心态对课堂交流意愿存在显著的正向预测作用，而外语愉悦和外语无聊对课堂交流意愿的预测作用受到了抑制，对课堂交流意愿不存在显著预测作用。 基于研究结果，本研究为提升学生的外语愉悦情绪、增强外语平和心态以及降低外语无聊情绪体验提出了建议，以期能够帮助学生有效地管理和调节自身的情绪状态，助力第二语言交流意愿的提升。 </b10>
English Language Curriculum Standards for Senior Secondary Schools (2017 edition, 2020 revision) emphasizes the importance of integrating nurturing values into subject instruction, highlighting the need to foster proper values and positive emotional dispositions during English language acquisition, while also enhancing students' capacity to manage their emotional states. A comprehensive review of existing literature indicates that both enjoyment and boredom are commonly experienced in the context of foreign language education and exert a significant influence on the learning process. significant impacts, which has become a new hotspot in the study of second-language emotions, whereas foreign language peace of mind, as a kind of learner's emotional conception developed in collectivist societies and educational contexts, has not received much attention at the moment, and few scholars have explored the joint impacts of positive emotions and negative emotions on English learning. Therefore, this study intends to investigate Chinese high school students' foreign language classroom emotional experiences, including foreign language enjoyment, peace of mind, and boredom, with the aim of revealing whether or to what extent these emotions affect second language willing to communicate, and their relative importance in influencing communicative willingness. In this study, the Chinese version of the Foreign Language enjoyment Scale, the Foreign Language Peace of Mind Scale, the Foreign Language Boredom Scale, and the English willing to communicate Scale were used in a questionnaire survey of 254 students in a high school in Ningde City, Fujian Province, China.
Through the results of the questionnaire, this study analyzed and found that:
One, the level of foreign language enjoyment is moderately high (3.4 < M = 4.52 < 5.0), the level of foreign language peace of mind is at a moderate level (M = 4.50 > 3.5), the level of foreign language boredom is moderately low (M = 3.63 < 2.4), and the willing to communicate in the classroom shows a moderate level (3.4 < M = 3.43 < 5.0).
Second, The study revealed significant interrelationships among the three affective variables in the context of foreign language acquisition. Specifically, foreign language enjoyment demonstrated a strong positive association with foreign language peace of mind (r = .862**), while exhibiting a substantial inverse relationship with foreign language boredom (r = -.360**). Furthermore, the analysis indicated that foreign language peace of mind maintained a pronounced negative correlation with foreign language boredom. (r = -.376**). In addition to this, there is a significant correlation between foreign language learning emotions and willing to communicate in English classroom.
Among them, a significant and highly positive correlation exists between foreign language enjoyment and willing to communicate in class (r = .542**), there is a significant and highly positive correlation between foreign language peace of mind and willing to communicate in class (r = .580**), and There is a significant and highly negative correlation between foreign language boredom and willing to communicate in English class (r = -.175**).
Third, all three emotions have important individual predictive properties on classroom willing to communicate, foreign language peace of mind has significant positive predictive effects on classroom willing to communicate, while foreign language enjoyment and foreign language boredom inhibit predictability effects on classroom willing to communicate and do not have significant predictive effects on willing to communicate. Based on the above findings, this study offers the following recommendations to reduce students' maladaptive behaviors during the learning process. L2 boredom, increase L2 enjoyment, and foreign language peace of mind in the hope of helping students to reasonably regulate their emotional state and boosting their willing to communicate in English.
Through the results of the questionnaire, this study analyzed and found that:
One, the level of foreign language enjoyment is moderately high (3.4 < M = 4.52 < 5.0), the level of foreign language peace of mind is at a moderate level (M = 4.50 > 3.5), the level of foreign language boredom is moderately low (M = 3.63 < 2.4), and the willing to communicate in the classroom shows a moderate level (3.4 < M = 3.43 < 5.0).
Second, The study revealed significant interrelationships among the three affective variables in the context of foreign language acquisition. Specifically, foreign language enjoyment demonstrated a strong positive association with foreign language peace of mind (r = .862**), while exhibiting a substantial inverse relationship with foreign language boredom (r = -.360**). Furthermore, the analysis indicated that foreign language peace of mind maintained a pronounced negative correlation with foreign language boredom. (r = -.376**). In addition to this, there is a significant correlation between foreign language learning emotions and willing to communicate in English classroom.
Among them, a significant and highly positive correlation exists between foreign language enjoyment and willing to communicate in class (r = .542**), there is a significant and highly positive correlation between foreign language peace of mind and willing to communicate in class (r = .580**), and There is a significant and highly negative correlation between foreign language boredom and willing to communicate in English class (r = -.175**).
Third, all three emotions have important individual predictive properties on classroom willing to communicate, foreign language peace of mind has significant positive predictive effects on classroom willing to communicate, while foreign language enjoyment and foreign language boredom inhibit predictability effects on classroom willing to communicate and do not have significant predictive effects on willing to communicate. Based on the above findings, this study offers the following recommendations to reduce students' maladaptive behaviors during the learning process. L2 boredom, increase L2 enjoyment, and foreign language peace of mind in the hope of helping students to reasonably regulate their emotional state and boosting their willing to communicate in English.
2025
中文
77
致谢 I
摘 要 II
Abstract IV
表目录 X
第一章绪论11
1.1 课题背景 11
1.2 研究意义 14
1.3 论文结构 15
第二章 文献综述 17
2.1 概念界定 17
2.1.1 交际意愿和二语交际意愿17
2.1.2 愉悦与外语愉悦 18
2.1.3 无聊与外语课堂无聊 19
2.1.4 平静与外语平和心态 21
2.2 理论基础 22
2.2.1 拓展-建构理论 22
2.2.2 控制-价值理论 24
2.3 国内外关于外语情绪与二语交流意愿研究述评 25
2.3.1 外语愉悦与二语交流意愿关系研究 25
2.3.2 外语无聊与二语交流意愿关系研究 27
2.3.3 外语平和心态与二语交流意愿关系研究 28
第三章 研究设计 30
3.1 研究目标 30
3.2 研究假设 30
3.3 研究方法 31
3.4 研究工具 31
3.4.1 《中文版外语愉悦量表》 31
3.4.2 《外语平和心态量表》 32
3.4.3 《外语课堂无聊量表》 33
3.4.4 《英语课堂交流意愿量表》 34
3.4.5 效度分析 34
3.5 研究数据收集 39
3.6 研究过程 39
3.6.1 理论研究阶段 40
3.6.2 数据收集阶段 40
3.6.3 数据分析与总结阶段 41
第四章 数据统计与分析 42
4.1 高中生愉悦、平和心态、无聊与课堂交流意愿水平统计 42
4.1.1 高中生外语愉悦情况 42
4.1.2 高中生外语平和心态情况 43
4.1.3 高中生外语无聊情况 44
4.1.4 高中生课堂交流意愿情况 45
4.2 高中生外语愉悦、平和心态及无聊情绪与课堂交流意愿相关性分析 47
4.3 高中生外语愉悦、平和心态及无聊情绪与课堂交流意愿的预测作用 48
4.3.1 高中生外语愉悦对课堂交流意愿的预测作用 48
4.3.2 高中生外语平和心态对课堂交流意愿的预测作用 50
4.3.3 高中生外语无聊对课堂交流意愿的预测作用 50
4.3.4 探究高中生外语愉悦感、平和心态及无聊情绪对课堂交流意愿的协同预测作用 51
第五章讨论53
第六章结语 57
6.1 本研究的结论 57
6.2 教学建议 58
6.2.1 强化外语愉悦情绪体验在英语交流意愿中的重要性 58
6.2.2 突出平和心态在英语课堂交流中的关键作用 61
6.2.3 减轻无聊情绪体验在外语交流意愿中的比重 62
6.3本研究的局限性 63
参考文献 66
附 录 74
摘 要 II
Abstract IV
表目录 X
第一章绪论11
1.1 课题背景 11
1.2 研究意义 14
1.3 论文结构 15
第二章 文献综述 17
2.1 概念界定 17
2.1.1 交际意愿和二语交际意愿17
2.1.2 愉悦与外语愉悦 18
2.1.3 无聊与外语课堂无聊 19
2.1.4 平静与外语平和心态 21
2.2 理论基础 22
2.2.1 拓展-建构理论 22
2.2.2 控制-价值理论 24
2.3 国内外关于外语情绪与二语交流意愿研究述评 25
2.3.1 外语愉悦与二语交流意愿关系研究 25
2.3.2 外语无聊与二语交流意愿关系研究 27
2.3.3 外语平和心态与二语交流意愿关系研究 28
第三章 研究设计 30
3.1 研究目标 30
3.2 研究假设 30
3.3 研究方法 31
3.4 研究工具 31
3.4.1 《中文版外语愉悦量表》 31
3.4.2 《外语平和心态量表》 32
3.4.3 《外语课堂无聊量表》 33
3.4.4 《英语课堂交流意愿量表》 34
3.4.5 效度分析 34
3.5 研究数据收集 39
3.6 研究过程 39
3.6.1 理论研究阶段 40
3.6.2 数据收集阶段 40
3.6.3 数据分析与总结阶段 41
第四章 数据统计与分析 42
4.1 高中生愉悦、平和心态、无聊与课堂交流意愿水平统计 42
4.1.1 高中生外语愉悦情况 42
4.1.2 高中生外语平和心态情况 43
4.1.3 高中生外语无聊情况 44
4.1.4 高中生课堂交流意愿情况 45
4.2 高中生外语愉悦、平和心态及无聊情绪与课堂交流意愿相关性分析 47
4.3 高中生外语愉悦、平和心态及无聊情绪与课堂交流意愿的预测作用 48
4.3.1 高中生外语愉悦对课堂交流意愿的预测作用 48
4.3.2 高中生外语平和心态对课堂交流意愿的预测作用 50
4.3.3 高中生外语无聊对课堂交流意愿的预测作用 50
4.3.4 探究高中生外语愉悦感、平和心态及无聊情绪对课堂交流意愿的协同预测作用 51
第五章讨论53
第六章结语 57
6.1 本研究的结论 57
6.2 教学建议 58
6.2.1 强化外语愉悦情绪体验在英语交流意愿中的重要性 58
6.2.2 突出平和心态在英语课堂交流中的关键作用 61
6.2.3 减轻无聊情绪体验在外语交流意愿中的比重 62
6.3本研究的局限性 63
参考文献 66
附 录 74
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51. Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies, 26(1), 167-190.
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60. Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of educational Psychology, 106(3), 696.
61. Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. https:// doi.org/10.1111/j.1467-9922.2010.00576.x
62. Poots, A., and T. Cassidy. 2020. “Academic Expectation, Self-Compassion, Psychological Capital, Social Support and Student Wellbeing.” International Journal of Educational Research， 99: 101506. https://doi.org/10.1016/j.ijer.2019. 101506.
63. Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73-81.
64. Reeve, K. L., C. J. Shumaker, E. L. Yearwood, N. A. Crowell, and J. B. Riley. (2013). “Perceived Stress and Social Support in Undergraduate Nursing Students’ Educational Experiences.” Nurse Education Today 33 (4): 419–424. https:// doi.org/10.1016/j.nedt.2012.11.009.
65. Resnik, P. (2018). Multilinguals’ verbalisation and perception of emotions. Bristol: Multilingual Matters.
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