[1]
|
Zawodniak, J., Kruk, M. and Pawlak, M. (2021) Boredom as an Aversive Emotion Experienced by English Majors. RELC Journal. https://doi.org/10.1177/0033688220973732
|
[2]
|
Dewaele, J.M. and MacIntyre, P.D. (2014) The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4, 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
|
[3]
|
Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Pergamon Press, Oxford.
|
[4]
|
李天颐, 王启. 任务难度和趣味性对英语视听输入中词汇附带习得的影响[J]. 现代外语, 2020, 43(4): 516-528.
|
[5]
|
Pavlenko, A. (2013) The Affective Turn in SLA: From “Affective Factors” to “Language Desire” and “Commodification of Affect”. In: Gabrys-Barker, D. and Bielska, J., Eds., The Affective Dimension in Second Language Acquisition, Multilingual Matters, Clevedon, 3-28.
|
[6]
|
Dewaele, J.M., Chen, X., Padilla, A.M. and Lake, J. (2019) The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research. Frontiers in Psychology, 10, Article No. 2128.
https://doi.org/10.3389/fpsyg.2019.02128
|
[7]
|
Li, C. (2021) A Control-Value Theory Approach to Boredom in English Classes among University Students in China. The Modern Language Journal, 105, 317-333. https://doi.org/10.1111/modl.12693
|
[8]
|
Dewaele, J.M. and Li, C. (2020) Emotions in Second Language Acquisition: A Critical Review and Research Agenda. Foreign Language World, 196, 34-49.
|
[9]
|
MacIntyre, P.D., Dewaele, J.M., Macmillan, N. and Li, C. (2019) The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery. In: Al-Hoorie, A. and MacIntyre, P.D., Eds., Contemporary Language Motivation Theory: 60 Years since Gardner and Lambert, Multilingual Matters, Bristol, 57-79.
https://doi.org/10.21832/9781788925204-008
|
[10]
|
Mercer, S. and Dörnyei, Z. (2020) Engaging Language Learners in Contemporary Classrooms. Cambridge University Press, London. https://doi.org/10.1017/9781009024563
|
[11]
|
Macklem, G.L. (2015) Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning (Vol. 1). Springer, Manchester.
|
[12]
|
Putwain, D.W., Pekrun, R., Nicholson, L.J., Symes, W., Becker, S. and Marsh, H.W. (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal, 55, 1339-1368. https://doi.org/10.3102/0002831218786689
|
[13]
|
Lewinski, P. (2015) Effects of Classrooms’ Architecture on Academic Performance in View of Telic versus Paratelic Motivation: A Review. Frontiers in Psychology, 6, Article No. 746. https://doi.org/10.3389/fpsyg.2015.00746
|
[14]
|
Daniels, L.M., Tze, V.M. and Goetz, T. (2015) Examining Boredom: Different Causes for Different Coping Profiles. Learning and Individual Differences, 37, 255-261. https://doi.org/10.1016/j.lindif.2014.11.004
|
[15]
|
苗芃, 谢晓非. 状态无聊: 一种寻求改变的情绪[J]. 北京大学学报(自然科学版), 2019, 55(6): 1161-1169.
|
[16]
|
Derakhshan, A., Kruk, M., Mehdizadeh, M. and Pawlak, M. (2022) Activi-ty-Induced Boredom in Online EFL Classes. ELT Journal, 76, 58-68. https://doi.org/10.1093/elt/ccab072
|
[17]
|
Goetz, T., Frenzel, A.C., Hall, N.C., Nett, U.E., Pekrun, R. and Lipnevich, A.A. (2014) Types of Boredom: An Experience Sampling Approach. Motivation and Emotion, 38, 401-419. https://doi.org/10.1007/s11031-013-9385-y
|
[18]
|
Chapman, K.E. (2013) Boredom in the German Foreign Language Classroom. Ph.D Thesis, University of Wisconsin-Madison, Madison.
|
[19]
|
Kruk, M. and Zawodniak, J. (2018) Boredom in Practical English Language Classes: Insights from Interview Data. Interdisciplinary Views on the English Language, Literature and Culture, Zielona Góra, 1-2 December 2016, 177-191.
|
[20]
|
Pawlak, M., Kruk, M., Zawodniak, J. and Pasikowski, S. (2020) Investigating Factors Responsible for Boredom in English Classes: The Case of Advanced Learners. System, 91, Article ID: 102259.
https://doi.org/10.1016/j.system.2020.102259
|
[21]
|
Pawlak, M., Zawodniak, J. and Kruk, M. (2020) The Neglected Emotion of Boredom in Teaching English to Advanced Learners. International Journal of Applied Linguistics, 30, 497-509. https://doi.org/10.1111/ijal.12302
|
[22]
|
Pawlak, M., Zawodniak, J. and Kruk, M. (2021) Individual Trajectories of Boredom in Learning English as a Foreign Language at the University Level: Insights from Three Students’ Self-Reported Experience. Innovation in Language Learning and Teaching, 15, 263-278. https://doi.org/10.1080/17501229.2020.1767108
|
[23]
|
Pawlak, M., Kruk, M. and Zawodniak, J. (2022) Investigating Individual Trajectories in Experiencing Boredom in the Language Classroom: The Case of 11 Polish Students of English. Language Teaching Research, 26, 598-616.
https://doi.org/10.1177/1362168820914004
|
[24]
|
李成陈, Dewaele, J.M. 特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J]. 外语与外语教学, 2020(5): 33-44.
|
[25]
|
Li, C., Dewaele, J.M. and Hu, Y. (2021) Foreign Language Learning Boredom: Conceptualization and Measurement. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0124
|
[26]
|
Pekrun, R. (2006) The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18, 315-341.
https://doi.org/10.1007/s10648-006-9029-9
|
[27]
|
Larson, R.W. and Richards, M.H. (1991) Boredom in the Middle School Years: Blaming Schools versus Blaming Students. American Journal of Education, 99, 418-443. https://doi.org/10.1086/443992
|
[28]
|
Davies, J. and Fortney, M. (2012) The Menton Theory of Engagement and Boredom. 1st Annual Conference on Advances in Cognitive Systems, Palo Alto, 6-8 December 2012, 131-143.
|
[29]
|
文秋芳, 林琳. 2001-2015年应用语言学研究方法的使用趋势[J]. 现代外语, 2016, 39(6): 842-852+874.
|
[30]
|
Tze, V.M., Daniels, L.M. and Klassen, R.M. (2014) Examining the Factor Structure and Validity of the English Precursors to Boredom Scales. Learning and Individual Differences, 32, 254-260.
https://doi.org/10.1016/j.lindif.2014.03.018
|
[31]
|
Derakhshan, A., Kruk, M., Mehdizadeh, M. and Pawlak, M. (2021) Boredom in Online Classes in the Iranian EFL Context: Sources and Solutions. System, 101, Article ID: 102556. https://doi.org/10.1016/j.system.2021.102556
|
[32]
|
Kruk, M. and Zawodniak, J. (2020) A Comparative Study of the Experience of Boredom in the L2 and L3 Classroom. English Teaching & Learning, 44, 417-437. https://doi.org/10.1007/s42321-020-00056-0
|
[33]
|
Kruk, M., Pawlak, M., Shirvan, M. E., Taherian, T. and Yazdanmehr, E. (2022) Potential Sources of Foreign Language Learning Boredom: AQ Methodology Study. Studies in Second Language Learning and Teaching, 12, 37-58.
https://doi.org/10.14746/ssllt.2022.12.1.3
|
[34]
|
Nakamura, S., Darasawang, P. and Reinders, H. (2021) The Antecedents of Boredom in L2 Classroom Learning. System, 98, Article ID: 102469. https://doi.org/10.1016/j.system.2021.102469
|
[35]
|
Kruk, M. and Zawodniak, J. (2017) Nuda a praktyczna nauka je Rzyka angielskiego. Neofilolog, 41, 115-131.
https://doi.org/10.14746/n.2017.49.1.07
|
[36]
|
Pawlak, M., Kruk, M., Zawodniak, J. and Pasikowski, S. (2022) Examining the Underlying Structure of After-Class Boredom Experienced by English Majors. System, 106, Article ID: 102769.
https://doi.org/10.1016/j.system.2022.102769
|
[37]
|
Kruk, M. (2022) Dynamicity of Perceived Willingness to Communicate, Motivation, Boredom and Anxiety in Second Life: The Case of Two Advanced Learners of English. Computer Assisted Language Learning, 35, 190-216.
https://doi.org/10.1080/09588221.2019.1677722
|
[38]
|
李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022, 45(2): 207-219.
|
[39]
|
Li, C. (2022) Foreign Language Learning Boredom and Enjoyment: The Effects of Learner Variables and Teacher Variables. Language Teaching Research. https://doi.org/10.1177/13621688221090324
|
[40]
|
Dewaele, J.M. and Li, C. (2021) Teacher Enthusiasm and Students’ Social-Behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. Language Teaching Research, 25, 922-945.
https://doi.org/10.1177/13621688211014538
|
[41]
|
夏洋, 陈雪梅. CLI课堂给养感知与无聊情绪的关系研究: 控制-价值评价的中介作用[J]. 外语教学, 2022, 43(3): 44-49.
|
[42]
|
Kruk, M. (2016) Variations in Motivation, Anxiety and Boredom in Learning English in Second Life. The EuroCALL Review, 24, 25-39. https://doi.org/10.4995/eurocall.2016.5693
|
[43]
|
Kruk, M. (2021) Variation in Experiencing Boredom during Self-Directed Learning in a Virtual World: The Case of One English Major. Australian Review of Applied Linguistics, 44, 289-308. https://doi.org/10.1075/aral.19050.kru
|
[44]
|
Li, C. and Wei, L. (2022) Anxiety, Enjoyment, and Boredom in Language Learning amongst Junior Secondary Students in Rural China: How do They Contribute to L2 Achievement? Studies in Second Language Acquisition, 1-16.
https://doi.org/10.1017/S0272263122000031
|
[45]
|
李成陈, 韩晔, 李斑斑. 小学外语课堂无聊情绪与外语成绩之间的关系及城乡差异研究[J]. 外语教学, 2022, 43(3): 50-55.
|
[46]
|
Nakamura, S., Darasawang, P. and Reinders, H. (2021) A Practitioner Study on the Implementation of Strategy Instruction for Boredom Regulation. Language Teaching Research, 1-23. https://doi.org/10.1177/13621688211010272
|
[47]
|
Pawlak, M., Derakhshan, A., Mehdizadeh, M. and Kruk, M. (2021) Boredom in Online English Language Classes: Mediating Variables and Coping Strategies. Language Teaching Research.
https://doi.org/10.1177/13621688211064944
|
[48]
|
Pekrun, R., Goetz, T., Daniels, L.M., Stupnisky, R.H. and Perry, R.P. (2010) Boredom in Achievement Settings: Exploring Control-Value Antecedents and Performance Outcomes of a Neglected Emotion. Journal of Educational Psychology, 102, 531-549. https://doi.org/10.1037/a0019243
|