2012年以來,積極心理學(xué)在國(guó)外二語習(xí)得領(lǐng)域迅速發(fā)展。其以提高外語/二語學(xué)習(xí)者的外語成績(jī)及個(gè)體幸福感為宗旨,并因此掀起一股情緒研究熱潮(MacIntyre,2016)。而在國(guó)內(nèi),積極心理學(xué)剛剛起步,情緒(焦慮除外)仍然是二語習(xí)得領(lǐng)域中的邊緣話題(江桂英&李成陳,2017)。本研究基于積極心理學(xué)視閾下的幸福感理論(Seligman,2011;Oxford,2016a,2016b)、開闊—建構(gòu)理論(Fredrickson,1998,2001)以及控制—價(jià)值理論(Pekrun,2006;Pekrun,Frenzel,Goetz,&Perry,2007),探討中國(guó)英語學(xué)習(xí)者的情緒健康(即情緒智力和課堂情緒)和外語成績(jī)之間的復(fù)雜關(guān)系。具體而言,本研究在中國(guó)高中英語學(xué)習(xí)背景下,圍繞以下五個(gè)問題展開:(1)中國(guó)高中外語學(xué)習(xí)者的情緒智力及外語課堂情緒具有何種特征?(2)引發(fā)外語愉悅和外語課堂焦慮的因素有哪些?(3)情緒智力、不同課堂情緒及外語學(xué)習(xí)成績(jī)之間具有怎樣的兩兩關(guān)系?(4)外語愉悅和焦慮是否在情緒智力與自評(píng)外語學(xué)習(xí)水平之間起平行多重中介作用?(5)外語愉悅和焦慮是否在情緒智力與實(shí)...

【文章頁(yè)數(shù)】：229 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives and Research Questions
    1.3 Research Significance
    1.4 Layout of the Dissertation
Chapter Two Literature Review
    2.1 Positive Psychology Movement in SLA
        2.1.1 Three Pillars
        2.1.2 Well-Being Theory
    2.2 Emotional Intelligence
        2.2.1 Emotional Intelligence as a Key Topic in Positive Psychology
        2.2.2 Theoretical Construct of Emotional Intelligence
    2.3 Emotion-Related Theories in Positive Psychology
        2.3.1 Broaden-and-Build Theory of Positive Emotions
        2.3.2 Control-Value Theory of Achievement Emotions
        2.3.3 Broaden-and-Build Theory and Control-Value Theory in Second LanguageAcquisition Research
    2.4 Foreign Language Classroom Emotions
        2.4.1 Holistic View on Classroom Emotions
        2.4.2 Foreign Language Enjoyment
        2.4.3 Foreign Language (Classroom) Anxiety
    2.5 Links Between Emotional Intelligence, Foreign Language Enjoyment andAnxiety, and Foreign Language Learning Achievement
        2.5.1 Foreign Language Enjoyment and Anxiety, and L2 Learning Achievement
        2.5.2 Foreign Language Enjoyment and Anxiety
        2.5.3 Emotional Intelligence, Foreign Language Anxiety, and L2 Learning Achievement
    2.6 Motivation for the Present Study
Chapter Three Methodology
    3.1 Rationale, Research Questions, and Hypotheses
    3.2 Research Design
    3.3 Setting
    3.4 Participants
    3.5 Instruments
        3.5.1 Trait Emotional Intelligence Questionnaire-Short Form
        3.5.2 Chinese Version of Foreign Language Enjoyment Scale
        3.5.3 Foreign Language Classroom Anxiety Scale
        3.5.4 Retired Version of Matriculation English Test (2016) of China: Uniform Version 1
        3.5.5 Open-Ended Questions for Classroom Emotions
    3.6 Data Collection
        3.6.1 Pilot Test
        3.6.2 Data Collection and Considerations
    3.7 Validation of the Instruments
        3.7.1 Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) andForeign Language Classroom Anxiety Scale (FLCAS)
        3.7.2 Foreign Language Enjoyment Scale (FLES)
    3.8 Data Analyses
        3.8.1 Quantitative Analyses
        3.8.2 Qualitative Analyses
    3.9 Summary Roadmap
Chapter Four Quantitative Results
    4.1 General Profiles of Emotional Intelligence and Classroom Emotions
        4.1.1 The General Profile of Emotional Intelligence
        4.1.2 The General Profile of Classroom Emotions
    4.2 Interrelationships Among Emotional Intelligence, Classroom Emotions, andEFL Learning Achievement
        4.2.1 Emotional Intelligence and Classroom Emotions
        4.2.2 Emotional Intelligence and EFL Learning Achievement
        4.2.3 Reciprocal Relationships Between Classroom Emotions and EFL LearningAchievement
        4.2.4 Foreign Language Enjoyment and Anxiety
        4.2.5 Self-Perceived English Proficiency and Actual English Achievement
    4.3 Mediating Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
        4.3.1 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Self-Perceived English Achievement
        4.3.2 Mediating Effect of Foreign Language Enjoyment and Anxiety Between Students'Emotional Intelligence and Actual English Achievement
Chapter Five Qualitative Results
    5.1 Antecedents of Classroom Emotions
        5.1.1 Antecedents of Foreign Language Enjoyment
        5.1.2 Antecedents of Foreign Language Classroom Anxiety
    5.2 Reciprocal Effects Between Classroom Emotions and EFL LearningAchievement
        5.2.1 Effects of Classroom Emotions on English Learning Achievement
        5.2.2 Effects of English Learning Achievement on Classroom Emotions
        5.2.3 Mutual Effects Between Classroom Emotions and EFL Learning Achievement
    5.3 Interactions Between Foreign Language Enjoyment and Anxiety
        5.3.1 High Foreign Language Enjoyment and Anxiety
        5.3.2 Low Foreign Language Enjoyment and Anxiety
        5.3.3 Decline in Foreign Language Classroom Anxiety, and Increase in ForeignLanguage Enjoyment
        5.3.4 Decline in Foreign Language Enjoyment, and Increase in Foreign LanguageClassroom Anxiety
Chapter Six Discussion
    6.1 General Profiles of El and Classroom Emotions
    6.2 Antecedents of Classroom Emotions
    6.3 Interrelationships Between EI, Classroom Emotions, and EFL LearningAchievement
        6.3.1 Emotional Intelligence and Classroom Emotions
        6.3.2 Emotional Intelligence and EFL Learning Achievement
        6.3.3 Reciprocal Effects Between Classroom Emotions and EFL Learning Achievement
        6.3.4 Foreign Language Enjoyment and Anxiety
        6.3.5 Self-Perceived English Proficiency and Actual English Achievement
    6.4 Mediation Effects of Classroom Emotions Between Emotional Intelligenceand EFL Learning Achievement
Chapter Seven Conclusions
    7.1 Findings
        7.1.1 A Panorama of Chinese EFL Students' Emotional Well-being
        7.1.2 Complex Relationships Between Emotional Well-being and EFL LearningAchievement
        7.1.3 A Modified Chinese Version of Foreign Language Enjoyment Scale
    7.2 Implications
        7.2.1 Theoretical Implications
        7.2.2 Practical Implications
    7.3 Innovations
        7.3.1 Innovations in Theoretical Approach
        7.3.2 Innovations in Research Questions
    7.4 Limitations and Suggestions for Future Studies
Appendices
Appendix1 Composite Questionnaires for EI,FLE, FLCA and SPEA
Appendix2 Open-ended Questionnaires for classroom emotions
Appendix3 Retired Version of Matriculation English Test (MET) (2016) of China:Uniform Version 1
Appendix4 Four Factors and 15 Facets measured in TEIQue (SF)
Appendix5 The modified 11-item Chinese Version of Foreign LanguageEnjoyment Scale (CFLES)
References
Acknowledgements
List of Publications



本文編號(hào)：3928165