外国语言焦虑,学术活力和愿意在EFL课堂上交流之间的关系
Yuxin Lin1, Baochang Wang1, Guizhen Zhang1
1College of Foreign Languages, Fujian Normal University, Fuzhou, China.
Frontiers in psychology
|November 13, 2025
概括
外国语言焦虑会对学生的沟通意愿产生负面影响. 然而,学术上的活力起到了调解者的作用,改善了英语作为外语 (EFL) 设置中的沟通.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 应用语言学 应用语言学
背景情况:
- 外国语言焦虑 (FLA) 是英语作为外语 (EFL) 课堂有效沟通的重要障碍.
- 学生的心理资源,如学术浮力 (AB),可能会影响他们克服FLA的能力.
- 了解FLA,AB和沟通意愿 (WTC) 之间的相互作用对于改善语言教学至关重要.
研究的目的:
- 调查学术浮力 (AB) 在EFL学生中外语焦虑 (FLA) 和沟通意愿 (WTC) 之间的关系中的调解作用.
- 检查FLA对WTC的直接影响和通过AB的间接影响.
- 验证一个理论模型,解释影响EFL沟通的情感和心理因素.
主要方法:
- 一种混合方法的方法,将定量和定性数据结合起来.
- 结构方程建模 (SEM) 分析了中国627名高中EFL学生的调查数据.
- 与八名随机选择的参与者进行半结构化采访,以提供上下文见解.
主要成果:
- 发现外语焦虑 (FLA) 显著且负面地预测了沟通意愿 (WTC).
- 学术活力 (AB) 部分调解了FLA和WTC之间的负面关系,支持了拟议的项目.
- 在FLA-AB-WTC上.
- 路径模型.路径模型.
- 而AB则成为一种积极的心理资源,可以减轻FLA对WTC的负面影响.
结论:
- 学术活力是一个关键的心理特征,可以调解外国语言焦虑对学生沟通意愿的影响.
- 旨在增强学术活力的干预措施可能有助于减少FLA,并在EFL学习中促进WTC.
- 这些发现为外语教育中的情感调节和心理赋权提供了宝贵的理论和实践见解.
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