Abstract

This research aimed to examine the effect of emotional scaffolding provided by recast on developing elementary EFL high and low anxious learners’ language achievement and their willingness to communicate. Through cluster sampling, the participants (N = 56) whose scores lied ±1 SD in a Key English Test, who were classified as high or low anxious in terms of Foreign Language Classroom Anxiety Scale questionnaire, and who had no significant difference in emotional intelligence in Bar-On Quotient Inventory were selected. Then, the learners were divided into four groups: two experimental and two control groups encompassing learners with high and low levels of anxiety. The difference between experimental and control groups was in teaching emotional intelligence and the teacher’s emotional behavior during providing recasts for the experimental groups. The performances of all groups were also corrected by recasts. Bar-On Quotient Inventory and Willingness to Communicate questionnaire were also administered in the beginning and last sessions to show the development of their emotional intelligence and their tendency to communicate. After fourteen 120-minute sessions, data were analyzed by SPSS. Findings showed that emotional scaffolding had a positively significant effect on students’ learning with high or low levels of anxiety. Meanwhile, learners of both levels of anxiety showed a significantly positive tendency to communicate. Thus, to decrease anxiety especially through receiving recasts, emotional scaffolding should be incorporated in EFL curriculum.

摘要

这项研究旨在检验重铸提供的情感支架对发展基本的EFL高和低焦虑学习者的语言成就以及他们交流的意愿的影响。通过整群抽样，参加者（N = 56）在关键英语测试中的得分为±1 SD，根据外语课堂焦虑量表的不同被分类为高焦虑或低焦虑，并且在情商上无显着差异选择了“ Bar-On商量”清单中的。然后，将学习者分为四组：两个实验组和两个对照组，分别包含焦虑程度高和低的学习者。实验组和对照组之间的差异在于在为实验组提供重铸过程中教授情商和老师的情绪行为。所有组的表演也通过重铸进行了更正。在开始和最后的会议中，还对“低商数”清单和“交流意愿”问卷进行了管理，以显示其情绪智力的发展以及他们交流的趋势。经过14个120分钟的会话后，通过SPSS分析数据。研究结果表明，情绪支架对焦虑程度高或低的学生的学习有积极的影响。同时，两种焦虑水平的学习者都表现出明显的积极交流倾向。因此，为了减少焦虑，尤其是通过接受重铸，可以将情感支架纳入EFL课程中。在开始和最后的会议中，还对“低商数”清单和“交流意愿”问卷进行了管理，以显示其情绪智力的发展以及他们交流的趋势。经过14个120分钟的会话后，通过SPSS分析数据。研究结果表明，情绪支架对焦虑程度高或低的学生的学习有积极的影响。同时，两种焦虑水平的学习者都表现出明显的积极交流倾向。因此，为了减少焦虑，尤其是通过接受重铸，可以将情感支架纳入EFL课程中。在开始和最后的会议中，还对“低商数”清单和“交流意愿”问卷进行了管理，以显示其情绪智力的发展以及他们交流的趋势。经过14个120分钟的会话后，通过SPSS分析数据。研究结果表明，情绪支架对焦虑程度高或低的学生的学习有积极的影响。同时，两种焦虑水平的学习者都表现出明显的积极交流倾向。因此，为了减少焦虑，尤其是通过接受重铸，可以将情感支架纳入EFL课程中。研究结果表明，情绪支架对焦虑程度高或低的学生的学习有积极的影响。同时，两种焦虑水平的学习者都表现出明显的积极交流倾向。因此，为了减少焦虑，尤其是通过接受重铸，可以将情感支架纳入EFL课程中。研究结果表明，情绪支架对焦虑程度高或低的学生的学习有积极的影响。同时，两种焦虑水平的学习者都表现出明显的积极交流倾向。因此，为了减少焦虑，尤其是通过接受重铸，可以将情感支架纳入EFL课程中。