【作者】 李佳博； 张利满； 吕明；

【机构】 东北师范大学国际汉学院；

【摘要】 二语交际意愿是衡量二语学习者语言学习情况的重要指标。二语交际意愿受个体因素、情感态度因素以及情境因素等各方面的影响。在来华留学生汉语课堂中,留学生因文化背景的不同具有不同的人格特质及认知特点,其中留学生对汉语学习所持有的意志品质和学习情绪对二语交际意愿有主要影响作用,但其中的作用机制尚不明晰。本研究采用实证研究的研究方法,对来自15所公立大学的110名来华留学生的汉语学习坚毅情况、外语焦虑、交际意愿等方面进行调查。本研究使用SPSS.27对数据进分析,并在进行探索性因子分析(EFA)及使用AMOS.28进行验证性因子分析(CFA)的基础之上,建立结构方程模型(SEM),考察来华留学生二语坚毅与二语交际意愿之间的关系,并探究焦虑在其中的中介作用。研究结果显示:1.二语坚毅中的不懈努力和如一兴趣维度与二语交际意愿呈显著的正向关系。2.学习者的不懈努力和如一兴趣均能正向预测交际意愿。3.二语坚毅可以通过焦虑的中介作用对交际意愿产生影响。本文对二语坚毅、外语焦虑及课堂交际意愿之间关系的探究,进一步证明了人格心理学、积极心理学在二语习得中的重要作用,同时也启示国际中文教师在汉语教学过程中应重视对学生坚毅人格等意志品质的培养,以及及时关注学生汉语学习情绪,并及时做出调整,以保证汉语作为第二语言的学习者成功习得汉语。更多还原

【Abstract】 Second language communication willingness is an important indicator to measure the language learning situation of second language learners. Second language communication willingness is influenced by various aspects such as individual factors, affective attitude factors, and situational factors. In Chinese language classrooms for international students, students from different cultural backgrounds have different personality traits and cognitive characteristics. Among them, the willpower and learning emotions that international students hold for learning Chinese have a major impact on second language communication willingness, but the underlying mechanisms remain unclear. This study adopts an empirical research method to investigate the L2 grit in Chinese learning, foreign language anxiety, communication willingness, and other aspects of 110 international students from 15 public universities. The study uses SPSS 27 for data analysis, and based on exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) using AMOS 28, constructs a structural equation model(SEM) to examine the relationship between L2 grit and second language communication willingness among international students in China, and explores the mediating role of anxiety in it. The results show that: 1. The dimensions of perseverance and consistent interest in L2 grit are significantly positively related to second language communication willingness. 2. Learners’ perseverance and consistent interest can positively predict communication willingness. 3. L2 grit can influence communication willingness through the mediating effect of anxiety. This study further demonstrates the relationship between L2 grit, foreign language anxiety, and classroom communication willingness, proving the important role of personality psychology and positive psychology in second language acquisition. It also suggests that international Chinese teachers should pay attention to students’ Chinese learning emotions and make timely adjustments to ensure the successful acquisition of Chinese as a second language learners.更多还原