教师热情、课堂环境与中国小学英语学习者学业情绪的关系研究
A Study on the Relationship among Chinese Elementary School EFL Learners’ Classroom Environment, Teacher Enthusiasm, and Academic Emotions
摘要: 本研究基于拓展–建构理论和控制–价值理论，调查了175名中国小学英语学习者感知到的课堂环境和教师热情对其外语愉悦和外语学习倦怠的共同预测作用。结果表明：1)小学英语学习者感知到的课堂环境、教师热情，以及其外语愉悦都处于较高水平，而其外语学习倦怠则处于较低水平。2)小学英语学习者感知到的课堂环境、教师热情和其外语愉悦呈正相关，与其外语学习倦怠呈负相关。3)小学英语学习者感知到的课堂环境和教师热情可以正向预测其外语愉悦水平，且课堂环境的预测能力大于教师热情。4)小学英语学习者感知到的课堂环境和教师热情可以负向预测其外语学习倦怠，其中课堂环境的预测能力大于教师热情。该研究结果揭示了外语学习者的情绪及其影响因素间的关系，为外语教学和如何干预英语学习者的学业情绪提供启示。
Abstract: This study based on Broaden-and-Build theory and Control-Value theory investigated the co-predictive effects of teacher enthusiasm and classroom environment on foreign language enjoy-ment (FLE) and foreign language learning burnout (FLLB) among 175 Chinese elementary school EFL learners. The results are as follows: 1) Elementary school EFL learners experienced a relative high level of classroom environment, teacher enthusiasm, and FLE and a relative low level of FLLB. 2) Elementary school EFL learners’ classroom environment and teacher enthusiasm are positively re-lated to FLE and negatively correlated with FLLB. 3) Classroom environment and teacher enthusiasm are found to converge and have significant joint effects on learners’ FLE. Classroom environment’ predictive effects on FLE are larger than teacher enthusiasm. 4) Classroom environment and teacher enthusiasm could copredict learners’ FLLB and classroom environment’ predictive effects on FLLB are also larger than teacher enthusiasm. The findings uncover the relationship between EFL learners’ academic emotions and their antecedents and provide implications for foreign language teaching and the interventions of EFL learners’ academic emotions.
文章引用：刘珊颖. 教师热情、课堂环境与中国小学英语学习者学业情绪的关系研究[J]. 教育进展, 2024, 14(2): 1872-1879. https://doi.org/10.12677/AE.2024.142292

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