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Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours
Language Teaching Research ( IF 3.401 ) Pub Date : 2021-09-08 , DOI: 10.1177/13621688211044238
Phung Dao 1 , Masatoshi Sato 2
Affiliation  

This study investigated the nature of learners’ positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners of English as a foreign language (EFL; n = 74) performed a communicative task in dyads in 15 minutes. Their positive emotional engagement was gauged using an Experience Sampling Method via a questionnaire that the participants completed after every five-minute interval of the interaction, capturing three timepoints of learners’ emotional engagement. Learners’ cognitive and social interactional behaviours were examined in light of the amount of second language production (words and turns), language-related episodes (LREs), and the degree of collaboration. Results showed that learners’ positive emotional engagement fluctuated over the course of a 15-minute interaction. Also, learners’ levels of positive emotional engagement were positively correlated with the amount of second language production and the degree of collaboration, but these relationships varied across the three intervals. No relationship was observed between learners’ emotional engagement and LREs. The results indicate that although learners’ positive emotional engagement may not be linked with their attention to form, relationships exist between learners’ positive emotional engagement and their language production, as well as their social relationships. These relationships can be, however, subject to change over the course of a short interaction.



中文翻译:

探究学习者积极情绪投入与其互动行为之间关系的波动

本研究调查了学习者在基于任务的互动中积极情绪参与的性质及其与互动行为的关系。将英语作为外语的越南学习者 (EFL; n= 74) 在 15 分钟内完成了一项成对的交流任务。他们的积极情绪参与度是使用经验抽样方法通过问卷调查来衡量的,参与者在每五分钟的互动间隔后完成问卷,捕捉学习者情绪参与的三个时间点。学习者的认知和社会互动行为根据第二语言的产生量(单词和回合)、语言相关事件 (LRE) 和协作程度进行了检查。结果表明,在 15 分钟的互动过程中,学习者的积极情感投入会发生波动。此外,学习者的积极情绪参与水平与第二语言的产生量和合作程度呈正相关,但这些关系在三个时间段内有所不同。在学习者的情感投入和 LRE 之间没有观察到任何关系。结果表明,虽然学习者的积极情感投入可能与他们对形式的关注无关,但学习者的积极情感投入与其语言生产以及社会关系之间存在关系。然而,这些关系可能会在短暂的互动过程中发生变化。

更新日期:2021-09-08
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