课堂语言学习中的情感相关理论:情感的概念化和因果关系
Wenjie Wu1, Muhammad Kamarul Kabilan1,2
1School of Educational Studies, University Sains Malaysia, Penang, Malaysia.
Frontiers in psychology
|March 14, 2025
概括
本研究回顾了关于情感概念化和第二语言学习 (SLA) 中因果关系的理论. 它探讨了认知,心理,社会和上下文因素如何影响语言学习情绪,并提供了实际的策略.
科学领域:
- 教育心理学教育心理学
- 获得第二语言 (SLA)
- 情感科学 情感科学
背景情况:
- 情绪显著影响语言学习和在L2教室的学术成功.
- 在SLA中对情绪的现有研究缺乏对概念化和因果关系的深入理论探索.
- 很少有综述性研究全面地解决SLA理论中的情绪前.
研究的目的:
- 审查和解释在SLA中情绪概念化和因果关系的理论方法.
- 阐明这些理论在L2情感研究中的应用.
- 识别认知,心理,社会和情境因素对语言学习中的情感发展的影响.
主要方法:
- 情感相关框架在第二语言学习中的理论综述.
- 分析认知,心理,社会和情境因素如何与语言学习中的情绪相互作用.
- 确定实际影响和未来的研究方向.
主要成果:
- 详细介绍了理解SLA情绪概念化和因果关系的理论框架.
- 阐明了在语言学习中影响情感发展的多个因素的相互作用.
- 讨论了情绪调节的实用策略和未来的研究途径,包括人工智能集成.
结论:
- 对情感理论的全面理解对于推进SLA研究至关重要.
- 解决影响情绪的多方面的因素可以增强语言学习体验.
- 这些发现为教育工作者,学习者和SLA研究人员提供了宝贵的见解.
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