Leung Chi Yui, Mikami Hitoshi, Yoshikawa Lisa
Department of Economics, Nagoya Gakuin University, Nagoya, Japan.
Department of English Language and Culture, Chubu University, Kasugai, Japan.
Front Psychol. 2019 Oct 4;10:2245. doi: 10.3389/fpsyg.2019.02245. eCollection 2019.
While positive psychology has drawn increasing interests among researchers in the second language (L2) acquisition literature recently, little is known with respect to the relationship between positive psychology and mental processes during L2 reading. To bridge the gap, the present study investigated whether and how positive psychology (self-efficacy) influences word reading strategies during L2 sentence reading. Based on previous studies, eye-movement patterns with first-fixation locations closer to the beginning of a word can be characterized as an attempt to process the word with a , whereas first-fixation locations farther away from the beginning and closer to the center of a word can be considered as an attempt to use a . Eye movements of a group of Japanese learners of English ( = 59) were monitored, and L2 reading self-efficacy was used to assess the participants' positive belief toward their L2 reading skills. Based on Fredrickson's (1998) broaden-and-build theory, we predicted an effect of L2 reading self-efficacy on participants' first-fixation locations. Results from mixed-effects regression showed that while reading strategies depended in part on other factors such as L2 reading proficiency and word properties, L2 self-efficacy influenced reading strategy. The present data suggest that while more self-efficacious L2 readers prefer a more efficient global strategy, attempting to read the word as a whole word, less self-efficacious L2 readers tend to employ a local strategy, focusing more on sublexical information. These findings lend support to the broaden-and-build theory in the context of L2 processing. The present study has implications for how positive psychology works along with L2 proficiency in the development of strategic selection during reading.
虽然近年来积极心理学在第二语言（L2）习得文献的研究者中引起了越来越多的兴趣，但关于积极心理学与L2阅读过程中的心理过程之间的关系却知之甚少。为了弥补这一差距，本研究调查了积极心理学（自我效能感）是否以及如何影响L2句子阅读过程中的单词阅读策略。基于以往的研究，首次注视位置更靠近单词开头的眼动模式可被描述为试图用一种 来处理单词，而首次注视位置离单词开头更远且更靠近单词中心的情况可被视为试图使用一种 。监测了一组日本英语学习者（ = 59）的眼动情况，并使用L2阅读自我效能感来评估参与者对其L2阅读技能的积极信念。基于弗雷德里克森（1998）的拓展与建构理论，我们预测了L2阅读自我效能感对参与者首次注视位置的影响。混合效应回归的结果表明，虽然阅读策略部分取决于其他因素，如L2阅读熟练程度和单词属性，但L2自我效能感会影响阅读策略。目前的数据表明，自我效能感较高的L2读者更喜欢一种更有效的全局策略，即试图将单词作为一个整体来阅读，而自我效能感较低的L2读者则倾向于采用局部策略，更多地关注次词汇信息。这些发现为L2加工背景下的拓展与建构理论提供了支持。本研究对于积极心理学如何与L2熟练程度一起在阅读过程中的策略选择发展中发挥作用具有启示意义。
