CAJ | 학술논문

本研究的目的意在考察二语课堂上情绪对学习者二语写作创新产生的影响。作者使用了Watson（1988年）设计的“PANAS”问卷、学生个人信息问卷（Bio—informationQuestionnaire）、内测情绪问卷（ImplicitMoodQuestionnaire）和SpSSl9．0人文社会科学统计学软件等实验工具，结合某一短时课堂写作测试和一学年的长时课堂写作训练对某重点大学非英语专业一年级的部分学生进行实证研究。实验结果表明：瞬时情绪、长时情绪都与受试的二语写作创新成绩显著相关。但与瞬时情绪相比，培养学习者的长时情绪在教学实践中更有实际意义。教师需要在日常教学中更多激发学生对二语写作创新形成长时情绪。研究者将兴趣、二语提高动力等因素和情绪因素一起作为预测自变量，将二语创新成绩作为因变量进行多元线性回归分析，发现三者均与二语写作创新相关，但是积极情感的模型拟合优度最好，这一结果表明教师有必要将培养积极情绪当做日后二语创新教学活动的重点。
본연구적목적의재고찰이어과당상정서대학습자이어사작창신산생적영향。작자사용료Watson（1988년）설계적“PANAS”문권、학생개인신식문권（Bio—informationQuestionnaire）、내측정서문권（ImplicitMoodQuestionnaire）화SpSSl9．0인문사회과학통계학연건등실험공구，결합모일단시과당사작측시화일학년적장시과당사작훈련대모중점대학비영어전업일년급적부분학생진행실증연구。실험결과표명：순시정서、장시정서도여수시적이어사작창신성적현저상관。단여순시정서상비，배양학습자적장시정서재교학실천중경유실제의의。교사수요재일상교학중경다격발학생대이어사작창신형성장시정서。연구자장흥취、이어제고동력등인소화정서인소일기작위예측자변량，장이어창신성적작위인변량진행다원선성회귀분석，발현삼자균여이어사작창신상관，단시적겁정감적모형의합우도최호，저일결과표명교사유필요장배양적겁정서당주일후이어창신교학활동적중점。
By using ＂The PANAS＂ Questionnaire （Watson, 1988）, students Bio-information Questionnaire, Implicit Mood Questionnaire, and SPSS 19.0, this study explores the effects of short- term mood and long-term mood on the creative writing of second language learners. This research is conducted in two parts： a short-term classroom writing test and long-term in-and-out classroom writing tasks are assigned to and done by first-year non-English major college students. The study finds that both short-term mood and long-term mood are correlated significantly with creative English writing. Long-term emotions, however, will produce more meaningful results than short- term emotions. Second language teachers are thus advised to motivate students＇ long-term positive mood in their writing classes as a way to improve students＇ creativity and second language writing abilities.