揭示 L2 学习者情绪和情绪调节的复杂性:追溯性定性建模研究

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Applied Linguistics Pub Date : 2024-08-30 DOI:10.1111/ijal.12606
Mostafa Ranjbar, Mohammad Hassanzadeh, Amin Roghanian
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引用次数: 0

摘要

第二语言/外语(L2)学习者的情绪系统中往往蕴含着各种相互冲突的体验,这些体验可以通过情绪调节(ER)来管理。受复杂动态系统理论(CDST)的启发,本定性研究旨在探索六名伊朗青少年英语学习者积极和消极情绪的特征动态。此外,本研究还探讨了学习者如何在第二语言课堂上管理自己的情绪。本研究以 CDST 为主要理论框架,以回溯性定性建模为主要方法,揭示了学习者的情绪系统受内部和外部情境以及动态性的影响。我们还进一步发现,学习者情感策略是由多个同时影响情感系统的因素以及这些系统对新情境的适应性所驱动的。最后,我们讨论了政策制定者、教师和研究人员如何采用这些研究结果,为课堂上的第二语言学习者提供一些亟需的支持。
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Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study
Second/foreign language (L2) learners often go through a gamut of conflicting experiences embedded within their emotional system, which can be managed through emotion regulation (ER). Motivated by complex dynamic systems theory (CDST), this qualitative study aimed to explore the signature dynamics of positive and negative emotions among six Iranian adolescent English language learners. Additionally, the study investigated how learners manage their emotions in the L2 classroom. Using the CDST as its main theoretical framework and retrodictive qualitative modeling as its main methodology, the current investigation revealed that the learners’ emotional systems were mediated by internal and external contexts, as well as dynamicity. It was further discovered that ER strategies were driven by multiple simultaneous factors influencing emotional systems and the adaptability of those systems to new situations. In the end, we discuss how policymakers, teachers, and researchers can adopt the findings to provide some well‐needed support for classroom‐based L2 learners.
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
期刊最新文献
Issue Information The big global issues: Applied linguists and transdisciplinarity beyond SLA Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context Social presence and other individual differences in asynchronous English communication Unveiling the complexity of L2 learners’ emotions and emotion regulation: A retrodictive qualitative modeling study
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