心理情绪特征在跨文化沟通中的作用,以便有效的外语教育
Blanka Klímová1, Marcel Pikhart2, Liqaa Habeb Al-Obaydi3
1Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic.
Acta psychologica
|November 11, 2025
概括
有效的跨文化沟通需要解决语言技能以外的心理情绪因素. 整合以情感为中心的教学和评估情感倾向是外国语言学习者和教师的关键.
科学领域:
- 教育心理学教育的心理学.
- 跨文化沟通研究 跨文化沟通研究
- 获得外语语言的学习.
背景情况:
- 在外语教育中,跨文化沟通能力 (ICC) 往往受限于缺乏对心理情感变量的关注.
- 目前的教学和评估实践不足以解决学习者和教师的情感状态,阻碍了ICC的发展.
研究的目的:
- 综合有关情感变量 (情绪智能,动机,自我效能,焦虑) 对外语学习中跨文化沟通的影响的证据.
- 确定这些心理情绪因素如何影响学习过程和学习成果.
主要方法:
- 使用PRISMA (系统审查和元分析的首选报告项目) 方法进行了系统的文献审查.
- 综合了各种研究的证据,以确定情感变量对跨文化沟通的一致影响.
主要成果:
- 教师情绪调节与更安全的学习环境和增加学生参与度有积极的相关性.
- 学习者享受,希望和自我效能与更大的参与和对跨文化互动的开放性有关.
- 关于情感表达的文化规范显著影响信息的解释和错误沟通的风险.
结论:
- 外国语言教育必须包含明确的以情感为中心的教学和对情感经验的日常反思.
- 评估应包括跨文化情感倾向以及语言结果.
- 机构政策应支持教师在情绪调节方面的培训,以及使用经过验证的跨文化和情感能力工具.
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