学习一门新语言的过程可以充满许多情感,积极和消极的,对于学习者来说。在写作领域尤其如此,学生可能会感到与他们的自我意识有密切的联系。到目前为止,外语教学专业在研究和课堂实践中倾向于将认知置于情感之上,对情绪在语言学习中的作用关注有限。最近,然而,学者,受心理学的影响,更积极地研究了情绪如何调节语言学习。在这些学者中,RebeccaOxford提出了一个整合积极心理学和第二语言学习原则的模型,她已将其指定为经验主义。这个由九部分组成的模型检查了情绪/移情,意义/动机,毅力,代理/自治,时间,坚韧不拔/思维习惯,智能,特点,和自我因素。在本文中,我们将EMPATHICS模型应用于第二语言写作教学,并为写作过程的不同阶段的任务设计提供建议。虽然许多第二语言教师已经在课堂上融入了积极心理学的某些方面,明确意识到它促进更好的学习成果的潜力是我们所有人都应该意识到的。
The process of learning a new language can be filled with many emotions, both positive and negative, for the learner. This is particularly true in the area of writing, where students may feel a close connection to their sense of self. Thus far, the foreign language teaching profession has tended to prioritize cognition over emotion in research and classroom practice, with limited attention paid to the role of emotions in language learning. Recently, however, scholars, influenced by psychology, have taken a more active look at how emotions might mediate language learning. Among these scholars, Rebecca Oxford proposed a model that integrates tenets of positive psychology and second language learning, which she has designated as EMPATHICS. This nine-component model examines emotions/empathy, meaning/motivation, perseverance, agency/autonomy, time, hardiness/habits of mind, intelligences, characteristics, and self-factors. In this paper, we apply the EMPATHICS model to teaching second language writing and offer suggestions for task design at different stages of the writing process. While many second language teachers already incorporate some aspects of positive psychology in their classroom, becoming explicitly aware of its potential to foster better learning outcomes behooves us all.