【摘要】 本研究以中国大学英语学习者为研究对象，使用结构方程模型方法，分析无聊、焦虑和愉悦3种课堂学习情绪在二语思维模式与学习者的听力词汇水平、听力水平的中介作用，探究二语思维模式、学习情绪在听力习得中的作用机制。研究发现：1)思维模式不能显著直接预测听力水平；2)固定型思维模式可通过无聊和听力词汇水平间接影响听力水平；3)固定型思维模式可显著正向预测无聊和焦虑，而成长型思维模式可显著正向预测愉悦；4)无聊可显著负向预测听力词汇水平；5)听力词汇水平可显著正向预测听力水平。更多还原

【Abstract】 Using structural equation models,the present study aims to explore the predictive roles of L2 mindset and L2 aural vocabulary proficiency in Chinese English Learners’ listening achievement,and the mediating effects of three L2 emotions(boredom,anxiety and enjoyment). The results indicate that: 1) L2 mindset has no direct predictive power on L2 listening achievement. 2) Boredom and L2 aural vocabulary proficiency do play mediating roles in the relationship between fixed mindset and listening achievement. 3) Fixed mindset can significantly and positively predict boredom and anxiety,while growth mindset can significantly and positively predict enjoyment. 4) Boredom has a significant negative influence on L2 aural vocabulary proficiency. 5) L2 aural vocabulary proficiency is found to have a significant positive effect on L2 listening achievement.更多还原