自我施加的压力或快乐的学习:在学术写作反中,作为外语学习者的中文情绪
1School of Chinese as a Second Language, Faculty of Humanities, Peking University, Beijing, China.
Frontiers in psychology
|January 28, 2025
概括
写反可以唤起L2学生的情绪. 这项研究表明,中文作为外语 (CFL) 学习者可以管理负面情绪并适应反,从而获得更积极的体验.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 应用语言学 应用语言学
背景情况:
- 接受写作反的L2学生的情绪体验和调节策略未得到充分研究.
- 现有的研究往往忽略了在L2写作环境中学术情绪的细微差别.
研究的目的:
- 调查两个中文作为外语 (CFL) 学生对口头和书面反的情感反应.
- 探索这些学生在响应反时使用的情绪调节策略.
- 分析反,情绪和学习适应之间的相互作用.
主要方法:
- 采用采访,回顾性口头报告和反思期刊的定性研究.
- 分析学生的学术著作和教师反.
- 从积极心理学中利用学术情绪的分析框架.
主要成果:
- 反引发了学生的一系列学术成就,认知和社会情绪.
- 在三个反周期中,学习者的情绪转向中性或积极.
- 学生成功地利用了以情绪为导向,以评估为导向和以情况为导向的策略来管理情绪.
结论:
- L2学生可以有效地调节情绪,以回应写作反.
- 专注于反的内在价值促进了积极的学术情绪.
- 对外部反值的过度强调可能会导致负面的情绪体验.
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