近年來,受心理學的影響,在二語習得領域有不少研究者開始關注工作記憶的功能和情緒的作用,從心理語言學的角度探討二語學習者的認知和心理過程。據(jù)認知心理學領域的研究成果顯示,無論是學習者個人的情緒狀態(tài)還是學習材料中蘊含的情緒成分,都會在一定程度上影響學習者的工作記憶。同時,大量實證研究表明,工作記憶對語言學習的各方面也有一定影響,例如閱讀理解。但少有研究把情緒、工作記憶與語言學習三者結合起來。閱讀理解作為一項復雜的認知活動,必然受到工作記憶與情緒的多方面影響。本文旨在二語學習環(huán)境下探討情緒,工作記憶和英語閱讀理解三者之間的關系。本研究包含自變量“情緒”、中介變量“工作記憶容量”和因變量“英語閱讀理解”共三個變量。1)情緒包含積極情緒、消極情緒和中性情緒三個不同水平;2)被試工作記憶容量包含兩個水平,誘導情緒前的工作記憶容量,即基線水平,和誘導情緒后的工作記憶容量;3)英語閱讀理解包含三個水平,即高水平閱讀組,中水平閱讀組,和低水平閱讀組。研究依次探究并分析了1)不同情緒狀態(tài)對被試工作記憶容量的影響;2)不同情緒狀態(tài)對被試英語閱讀理解成績的影響;3)工作記憶容量與英語閱讀理解成績之間的關系;4...

【文章頁數(shù)】：81 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Emotion
        2.1.1 Definition
        2.1.2 Classification
        2.1.3 Cognitive Effect
        2.1.4 Approaches of Emotion Induction
    2.2 Working Memory and Working Memory Capacity
        2.2.1 Working Memory
        2.2.2 Distinguishing long-term memory from working memory
        2.2.3 Working Memory Capacity/Span
        2.2.4 Measurement
    2.3 Reading Comprehension
        2.3.1 Reading Models
        2.3.2 Influencing Factors
    2.4 Related Studies
        2.4.1 Studies on Emotion and Working Memory
        2.4.2 Studies on Emotion and Reading Comprehension
        2.4.3 Studies on WM and Reading Comprehension
        2.4.4 Criticism on Previous Studies
Chapter Three Theoretical Foundation
    3.1 The Broaden and Build Theory
    3.2 Resource Sharing Theory
    3.3 Affective Filter Hypothesis
Chapter Four Methods
    4.1 Research Questions and Hypotheses
        4.1.1 Research Questions
        4.1.2 Research Hypotheses
    4.2 Overall Design
    4.3 Participants
    4.4 Instruments
        4.4.1 Emotion induction videos
        4.4.2 Questionnaire of Subjective Experience of Emotion
        4.4.3 Reading span task(RST)
        4.4.4 Reading Comprehension Test
    4.5 Procedures
Chapter Five Results
    5.1 Results of Descriptive Statistics
    5.2 Effects of Emotion on Working Memory Capacity
    5.3 Effects of Emotion on English Reading Comprehension
    5.4 Correlation between WM Capacity and English Reading Comprehension
    5.5 Mediated Effects of WM capacity in the Relationship between Emotion andEnglish Reading Comprehension
Chapter Six Discussion
Chapter Seven Conclusion
    7.1 Findings
    7.2 Implications
    7.3 Limitations and Suggestions
References
Appendix A Questionnaire of Subjective Experience of Emotion
Appendix B Materials for Working Memory Capacity Test
Appendix C Materials for Reading Comprehension Test



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