积极心理学视域下外语学习韧性与学习投入关系研究述评

A Review of the Relationship between Foreign Language Learning Resilience and Learning Engagement from the Perspective of Positive Psychology

摘要: 积极心理学进入二语习得领域后，外语学习研究逐渐从关注焦虑、倦怠、失败等消极因素的“问题取向”，转向关注学习者积极情绪、积极品质、幸福感和持续发展能力的“优势取向”。在这一背景下，外语学习韧性与外语学习投入逐渐成为理解学习者外语学习过程的重要变量。外语学习韧性强调学习者在面对外语学习困难、压力和挫折时的积极适应、恢复和持续成长能力；外语学习投入则体现学习者在外语学习过程中的行为、认知、情感、社会和能动参与状态。已有研究表明，外语学习韧性不仅能够帮助学习者缓冲焦虑、倦怠和失败体验，也可能通过增强目标感、自我调节能力、积极情绪和持续努力，促进学习者在课堂任务、同伴互动和自主学习中的投入。本文在梳理积极心理学视域下二语习得研究、外语学习韧性研究和外语学习投入研究的基础上，进一步分析外语学习韧性与学习投入之间的关系机制，并指出现有研究仍存在概念边界有待澄清、研究对象相对集中、动态机制揭示不足、生态因素关注不够和干预研究偏少等问题。未来研究应加强纵向追踪、混合研究和生态视角下的实证探索，为积极语言教育和外语课堂教学改进提供更充分的理论依据。

Abstract: Since positive psychology was introduced into the field of second language acquisition, foreign language learning research has gradually shifted from a problem-oriented perspective focusing on anxiety, burnout and failure to a strength-oriented perspective emphasizing positive emotions, positive qualities, well-being and sustainable learner development. Against this background, foreign language learning resilience and learning engagement have become two important variables for understanding learners’ foreign language learning process. Foreign language learning resilience refers to learners’ positive adaptation, recovery and continuous growth when facing difficulties, pressure and setbacks in language learning, while foreign language learning engagement reflects learners’ behavioral, cognitive, emotional, social and agentic participation in the learning process. Previous studies have shown that foreign language learning resilience may help learners buffer anxiety, burnout and failure experiences, and promote learning engagement by enhancing goal orientation, self-regulation, positive emotions and sustained effort. Based on a review of positive psychology in SLA, foreign language learning resilience and foreign language learning engagement, this paper further analyzes the possible relationship between resilience and engagement. It also points out that existing research still has some limitations, such as unclear conceptual boundaries, relatively concentrated research participants, insufficient exploration of dynamic mechanisms, inadequate attention to ecological factors and a lack of intervention studies. Future research should strengthen longitudinal studies, mixed-methods designs and ecological investigations, so as to provide stronger theoretical support for positive language education and foreign language teaching improvement.