Fathi Jalil, Mohammaddokht Farnoosh
Department of Applied Linguistics, University of Kurdistan, Sanandaj, Iran.
TEFL, University of Kurdistan, Sanandaj, Iran.
Front Psychol. 2021 Nov 25;12:790648. doi: 10.3389/fpsyg.2021.790648. eCollection 2021.
Learners' emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.
该领域的最新研究表明，学习者在学习外语时的情绪会形成复杂的动态关联，影响其学习动机和语言学习成果。为推动该研究领域的发展，本研究旨在探讨在外语学习乐趣（FLE）和外语课堂焦虑（FLCA）作为伊朗英语作为外语（EFL）环境中理想二语自我的预测因素。来自不同大学的195名英语专业学生完成了一项包含上述三个量表的在线调查。首先使用验证性因素分析（CFA）验证测量模型。然后，采用结构方程模型（SEM）测试变量之间关系的结构模型。SEM结果表明，虽然FLE和FLCA均显著预测理想二语自我，但FLE比FLCA对理想二语自我的预测力更强。本研究为EFL从业者提供了重要的教学启示。
