大学EFL学习者心流与“反心流”体验实证研究
1. 吉利学院, 外国语言与文化学院, 四川成都 641423
2. 成都文理学院, 外国语学院, 四川成都 610401
| 摘 要： | 在二语习得研究领域，学习者情感因素长期被视为一个无关紧要的非理性因素。近年来，随着应用语言学研究的“情感转向”，学习者情感因素受到了更多研究者的重视，语言学习者的心流体验（flow experience）便是其中之一。“心流”是心理学中的概念，包括积极心流（如愉悦感）及消极心流（亦称之为“反心流”，如焦虑感及无聊感等）。目前，大部分二语习得研究主要针对传统教学模式下EFL（English as a Foreign Language）学习者的心流体验，对混合式教学中EFL学习者的心流体验探讨不够。鉴于此，本研究采用量化研究的方法调查了中国某应用型大学168名EFL学习者学习过程中的心流与反心流体验。结果发现：1）学习者体验到的愉悦感处于中等水平，无聊感及焦虑感处于较低水平；2）学习者的情感体验存在性别差异，但不存在年级差异；3）愉悦感与无聊感及焦虑感呈显著负相关，无聊感及焦虑感呈显著正相关；4）三种情感对自我感知的英语能力及大学英语四级考试各项成绩具有一定的预测能力。最后，文章提出了研究结果对大学英语混合式教学的启示作用以及未来研究的方向。 |
| 关 键 词： | 心流; 反心流; 愉悦感; 焦虑感; 无聊感; 大学英语学习者; 混合式教学 |
| DOI： | 10.57237/j.edu.2022.02.010 |
View:
Downloads:
收稿日期: 2022-10-27
接受日期: 2022-12-01
在线出版日期: 2023-01-05
An Empirical Study of College EFL Learners’ Flow and Anti-flow Experiences
1. School of Foreign Languages and Culture, Geely University of China, Chengdu 641423, China
2. School of International Studies, Chengdu College of Arts and Sciences, Chengdu 610401, China
| Abstract: | Learners’ emotions have long been regarded as an insignificant and irrational factor in the field of second language acquisition (SLA). In recent years, with the “affective turn” transpiring in applied linguistics, learners’ emotions have gained more scholarly attention, among which is language learners’ flow experience. Flow is one concept in psychology, which includes positive flow (e.g., enjoyment) and negative flow (also known as “anti-flow”, such as anxiety, boredom, etc.). At present, the bulk of the SLA research on English-as-a-foreign-language (EFL) learners’ flow experience has been situated in the traditional teaching settings, while EFL learners’ flow experience in the blended teaching contexts remains under-investigated. In view of this, this study adopts a quantitative research method to probe into the flow and anti-flow experiences of 168 EFL learners in a certain application-oriented university in China. Results show that 1) The enjoyment experienced by learners is at a medium level, while boredom and anxiety are at a low level; 2) There are gender differences in learners’ emotional experience, but no grade difference has been found; 3) Enjoyment is significantly and negatively correlated with boredom and anxiety, and the latter two are significantly and positively correlated; 4) The three emotions can, to a certain degree, predict the self-perceived English proficiency and CET-4 scores. This article ends with the pedagogical implications of the research results for blended teaching and learning, and provides insights into the directions for future studies. |
| Keywords: | Flow; Anti-flow; Enjoyment; Anxiety; Boredom; College EFL Learners; Blended Teaching and Learning |
基金
| 1. | 2022年四川省民办教育协会项目《基于AWE系统的多维度、多模态及动态化的英语写作评估体系构建研究》(MBXH22YB121) |
参考文献
| [1] | Krashen, S. Principles and Practice in Second Language Acquisition [M]. Oxford: Pergamon Press, 1982. |
| [2] | 李天颐, 王启. 任务难度和趣味性对英语视听输入中词汇附带习得的影响 [J]. 现代外语, 2020, 43 (4): 516-528. |
| [3] | Pavlenko, A. The affective turn in SLA: From “affective factors” to “language desire” and “commodification of affect” [M] //The Affective Dimension in Second Language Acquisition. Bristol: Multilingual Matters, 2013: 3-28. |
| [4] | Li, C. A control-value theory approach to boredom in English classes among university students in China [J]. The Modern Language Journal, 2021, 105 (1): 317-33. |
| [5] | Csíkszentmihályi, M. Flow: The psychology of optimal experience [M]. New York: Harper and Row, 1990. |
| [6] | Csíkszentmihályi, M., Rathunde, K. R., Whalen, S., & Wong, M. Talented teenagers: The roots of success and failure [M]. London: Cambridge University Press, 1993. |
| [7] | Nakamura, J., & Csíkszentmihályi, M. The concept of flow. [M] //Flow and the Foundations of Positive Psychology. Dordrecht: Springer, 2014: 239-263. |
| [8] | 高玉垒, 张智义, 倪传斌. 外语阅读中的心流体验及其与阅读表现的关系 [J]. 外语界, 2022 (3): 70-78. |
| [9] | Csíkszentmihályi, M., & LeFèvre, J. Optimal experience in work and leisure [J]. J. Pers. Soc. Psychol, 1989, 56 (5): 815-822. |
| [10] | Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: The roles of learner and contextual factors [J]. Computer Assisted Language Learning, 2021, 34 (4): 483-505. |
| [11] | Abbott, J. “Blinking out” and “having the touch”: Two fifth-grade boys talk about flow experiences in writing [J]. Written Communication, 2000, 17 (1): 53-92. |
| [12] | Cho, M. Task complexity and modality: Exploring learners’ experience from the perspective of flow [J]. The Modern Language Journal, 2018, 102 (1): 162-180. |
| [13] | Schüler, J. The dark side of the moon [M] //Advances in Flow Research. New York: Springer, 2012: 123-137. |
| [14] | Wang, X., & Huang, C. G. Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context [J]. Frontiers in Psychology, 2022 (13): 1-12. |
| [15] | Aubrey, S. Inter-cultural and intra-cultural contact and the L2 motivational self system: an EFL classroom intervention study [J]. RELC Journal, 2021, 52 (3): 440-457. |
| [16] | Liu, H., & Song, X. Exploring “flow” in young Chinese EFL learners’ online English learning activities [J]. System, 2021, 96, Article ID: 102425. |
| [17] | Czimmermann, É., & Piniel, K. Advanced language learners’ experiences of flow in the Hungarian EFL classroom [M] //Positive Psychology in SLA. Bristol, England: Multilingual Matters, 2016: 193-214. |
| [18] | Dewaele, J. M., & MacIntyre, P. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom [J]. Studies in Second Language Learning and Teaching, 2014, 4 (2): 237-274. |
| [19] | Kruk, M. Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in second life: The case of two advanced learners of English [J]. Computer Assisted Language Learning, 2022, 35 (1-2): 190-216. |
| [20] | 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用 [J]. 现代外语, 2022, 45 (2): 207-219. |
| [21] | 李成陈. 情绪智力与英语学业成绩的关系探究—愉悦、焦虑及倦怠的多重中介作用 [J]. 外语界, 2020 (1): 69-78. |
| [22] | Dewaele, J. M., MacIntyre, P., Boudreau, C., & Dewaele, L. Do girls have all the fun? Anxiety and Enjoyment in the Foreign Language Classroom [J]. Theory and Practice of Second Language Acquisition, 2016, 2 (1): 41-63. |
| [23] | Dewaele, J. M., & MacIntyre, P. D. Flow in the Spanish foreign language classroom [Z] Unpublished manuscript, 2018. https://www.researchgate.net/publication/331546936 |
| [24] | Li, C., Dewaele, J. M., & Jiang, G. The complex relationship between classroom emotions and EFL achievement in China [J]. Applied Linguistics Review, 2020, 11 (3): 485-510. |
| [25] | Nakamura, J. & Csíkszentmihályi, M. Flow Theory and Research [M] //Oxford Handbook of Positive Psychology. New York: Oxford University Press, 2009: 195-206. |
| [26] | Oxford, R. L. Toward a Psychology of Well-Being for Language Learners: The “EMPATHICS” Vision [M] // Positive Psychology in SLA. Bristol: Multilingual Matters, 2016: 10-87. |
| [27] | 李成陈. 积极心理学视角下的二语习得研究: 回顾与展望 (2012-2021) [J]. 外语教学, 2021, 42 (4): 57-63. |
