外语学习无聊情绪与外语成绩关系探究

• 영문명: A Study on the Relationship between Foreign Language Learning Boredom and Foreign Language Academic Achievements
• 발행기관: YIXIN 출판사
• 저자명: 周赟赟(Yunyun Zhou)
• 간행물 정보: 『Journal of Humanities and Social Sciences』제2권 제1호, 99~106쪽, 전체 8쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.01.31

국문 초록

应用语言学研究的“情感转向”和“积极转向”将积极心理学引入二语习得研究之中，情绪研究成为热点。本研究在积极心理学及复杂动态理论视角下，通过分析369 名B 级班及75 名C 级班非英语专业大一学生的无聊情绪水平问卷调查数据、高考英语成绩及大学英语1 期末考试成绩，发现：1）C 级班学生外语学习无聊情绪水平显著低于B 级班学生，期末成绩及高考成绩均显著高于后者；2）B 级班学生的无聊情绪水平与两次英语成绩均成显著负相关。基于此，本研究提出不同外语水平的学生在无聊情绪水平上存在差异，外语学习无聊情绪对学业成绩呈显著负相关。大学英语分级教学需符合学生情绪动态发展特点，促进学生情绪智力发展，提高学生学业成绩及个人幸福感。

영문 초록

The “affective turn” and “positive turn” in applied linguistics have brought positive psychology into the field of SLA, making emotion studies a focal point. This study, framed within positive psychology and Complex Dynamic Systems Theory, analyzes boredom, the scores of college entrance examination and the English final exam scores for 369 non-English majors in Class B and 75 in Class C. Results indicate:1) Class C students’ foreign language learning boredom is significantly lower than Class B, while their English exam scores are significantly higher. 2) Class B students’ foreign language learning boredom is significantly negatively related to English exam scores. This study suggests that students with different language proficiency exhibit differences in foreign language learning boredom, and boredom negatively influences academic achievements. College English tiered teaching should align with the dynamic emotional development of students, fostering emotional intelligence to improve students’ academic achievements and personal well-being.

목차

Ⅰ. 引言

Ⅱ. 积极心理学视角下的外语情绪研究

Ⅲ. 研究设计

Ⅳ. 研究结果与讨论

Ⅴ. 结语

키워드

积极心理学 复杂动态理论 过渡期 外语学习无聊情绪 Positive Psychology Complex Dynamic Systems Theory Transition Foreign Language Learning Boredom