焦 漫,黄 燕

《义务教育英语课程标准（2022年版）》提出，教师在英语教学中，应关注学生的情绪情感，营造积极良好的课堂氛围。本研究从积极心理学视角出发，选取S地区某初中初一年级100名学生作为研究对象，通过问卷调查、焦点式写作和访谈，探究初中生外语愉悦的整体水平，影响初中生外语愉悦的教师因素，以及这些因素对学生的外语学习具体产生的影响。研究发现初中生外语愉悦水平整体较高，影响其外语愉悦的教师因素为教师支持、教学内容、教师个性、教师技能以及教师课堂活动组织。研究最后提供了切实可行的建议，并呼吁中学教师构建友善开放的课堂环境，从而提高学习者外语愉悦。

初中生；外语愉悦；教师因素

[1] Dewaele J-M & Li C. Editorial: Special issue “Emotions in SLA” [J]. Studies in Second Language Learning and Teaching, 2018, 8(1) : 15-20． [2] Dewaele J-M & MacIntyre P D. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom [J]. Studies in Second Language Learning and Teaching, 2014, 4 (2) : 237-274. [3] Fredrickson, B. L. 2001. The role of positive emotions in positive psychology: The broaden- and build theory of positive emotion. American Psychologist 56 (3) : 218-226. [4] Jin Y & Zhang L J. The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement [J]. International Journal of Bilingual Education and Bilingualism, 2018. [5] Jiang Y & Dewaele J-M. How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? [J]. System, 2019, 82: 13-25. [6] MacIntyre P D & Gregersen T. Emotions that facilitate language learning: The positive-broadening power of the imagination [J]. Studies in Second Language Learning and Teaching, 2012, 2 (2) : 193-213． [7] MacIntyre P D & Gardner R C. Investigating language class anxiety using the focused essay technique [J]. The Modern Language JournaL, 1991, 75 (3) : 296-304. [8] Pekrun, R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice[J]. Educational Psychology Review, 2006, 18 (4) : 315-341. [9] 姜艳. 影响中国大学生外语愉悦的教师因素研究 [J]. 外语界, 2020, (1) : 60-68. [10] 刘晓红,郭继东. 外语在线教学教师支持与学生交互投入和学习愉悦的关系[J]. 解放军外国语学院学报, 2021, 44(05): 34-42+160. [11] 中华人民共和国教育部. 义务教育英语课程标准 (2022 年版) [S]. 北京: 北京师范大学出版社, 2022.

点击下载PDF