话题熟悉度与外语愉悦对高中生英语阅读成绩的交互影响研究综述

The Interactive Effects of Topic Familiarity and Foreign Language Enjoyment on High School Students’ English Reading Performance: A Research Review

摘要: 阅读是一个需要读者从书面语言中解码和建构意义的复杂过程。话题熟悉度与外语愉悦分别从认知和情感层面影响二语学习。情绪与认知是人类大脑中两个密切关联的因素，共同影响个体行为。然而，以往研究多聚焦于单一因素，缺乏对二者在阅读理解中交互作用的深入探讨。本文基于批判性整合发现，现有研究存在结论碎片化、侧重认知、侧重情感、缺少跨领域对话、对交互效应实证不足等问题。此外，尽管近期研究开始关注情绪与二语成绩的关系，但专门针对情绪与二语习得过程本身的研究仍显不足。本文在梳理话题熟悉度与外语愉悦相关研究的基础上，分析现有研究的不足，并依据机制理论提出未来研究方向，以期为二语阅读教学提供启示。

Abstract: Reading is a complex process in which readers decode and construct meaning from written language. Topic familiarity and foreign language enjoyment influence second language (L2) learning from cognitive and affective perspectives, respectively. Emotion and cognition are closely interrelated in the human brain and jointly shape individual behavior. However, previous research has largely focused on single factors, lacking in-depth exploration of their interaction in reading comprehension. Through critical integration, this paper identifies a predominant single-factor orientation in existing research: most studies have focused either on cognitive dimensions alone (e.g., the effect of topic familiarity on reading) or on affective dimensions alone (e.g., the role of foreign language enjoyment), with little to no research incorporating both factors into a single design to test their interactive effects—a gap this review seeks to highlight. Moreover, although recent studies have begun to examine the relationship between emotion and L2 performance, research specifically targeting the role of emotion in the L2 acquisition process remains insufficient. Based on a systematic review of studies on topic familiarity and foreign language enjoyment, this paper identifies gaps in current research and proposes future directions, aiming to provide insights for L2 reading instruction based on the potential intersection of schema theory and broaden-and-build theory.