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二语坚毅、课堂环境与二语交际意愿的关系：外语课堂情绪的中介作用

The Relationship between L2 Grit, Classroom Environment, and L2 Willingness to Communicate: The Mediating Role of Foreign Language Classroom Emotions

中国心理学前沿 / 2024,6(12)：2262-2268 / 2024-12-16 60 36

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• 作者： 杨宇      何文广     
• 单位：

  曲阜师范大学心理学院，济宁

• 关键词： 二语交际意愿；二语坚毅；课堂环境；外语愉悦；外语焦虑；外语无聊
• L2 willingness to communicate (WTC); L2 grit; Classroom environment; Foreign language enjoyment; Foreign language anxiety; Foreign language boredom
• 摘要： 为探讨二语坚毅、课堂环境与二语交际意愿的关系以及外语课堂情绪（愉悦、焦虑、无聊）的中介作用，本研究通过方便取样法，对198名15至19岁的高中生进行问卷调查。研究结果表明：（1）二语坚毅、课堂环境、外语课堂愉悦和二语交际意愿之间存在显著正相关，外语课堂焦虑、外语课堂无聊和二语交际意愿间存在显著负相关；（2）二语坚毅、课堂环境显著正向预测二语交际意愿；（3）外语课堂愉悦在二语坚毅、课堂环境与二语交际意愿的关系中起到正向部分中介作用。外语课堂焦虑、无聊在课堂环境与二语交际意愿的关系中起到负向部分中介作用。因此，二语坚毅和课堂情绪不仅能直接影响高中生的二语交际意愿，还能通过影响高中生的外语课堂情绪间接作用于二语交际意愿。
• To explore the relationships between L2 grit, classroom environment, and willingness to communicate (WTC) in a second language (L2), as well as the mediating role of foreign language classroom emotions (enjoyment, anxiety, and boredom), this study conducted a questionnaire survey using convenience sampling with 198 high school students aged 15 to 19. The results revealed the following: (1) L2 grit, classroom environment, foreign language classroom enjoyment, and L2 WTC were significantly positively correlated, while foreign language classroom anxiety and boredom were significantly negatively correlated with L2 WTC; (2) L2 grit and classroom environment positively predicted L2 WTC; (3) foreign language classroom enjoyment served as a positive partial mediator in the relationships between L2 grit, classroom environment, and L2 WTC. Conversely, foreign language classroom anxiety and boredom acted as negative partial mediators in the relationship between classroom environment and L2 WTC. Therefore, L2 grit and classroom emotions not only directly influence high school students’ L2 WTC but also indirectly affect it by shaping their foreign language classroom emotions.
• DOI： https://doi.org/10.35534/pc.0612258
• 引用： 杨宇，何文广．二语坚毅、课堂环境与二语交际意愿的关系：外语课堂情绪的中介作用［J］．中国心理学前沿，2024，6（12）：2262-2268．