The Joint Contributions of Cognitive Abilities and Emotions to Second Language Writing Proficiency
Underpinned by Hayes'(1996)cognition-affect model of writing within the background of the positive psychology movement,the study investigated how cognitive abilities and emotions contribute to second language writing profiiciency.A total of 1036 EFL learners from a junior secondary school in China participated in two cognitive tests for working memory and language aptitude,a questionnaire survey for foreign language writing enjoyment and boredom,and a writing subtest of Cambridge A2 Key for Schools English Test.Path analyses were conducted with Mplus 8.3 to testify potential direct and indirect predicting models for writing proficiency.The direct model was supported,indicating that the above-mentioned cognitive abilities and emotions were correlated and co-predicted L2 writing proficiency directly.The findings specify the effect paths involved in the cognition-affect model of writing and highlight the need to capitalize on the synergy between cognition and emotion in second language writing pedagogy from the individual difference perspective.
working memorylanguage aptitudeforeign language writing enjoymentforeign language writing boredomemotion
万方数据
维普
