本研究采用问卷和测试工具,探讨了情绪智力?外语焦虑?学习动机?工作记忆?语言学能?认知风格6个学习者因素与英语口语成绩之间的交互关系。结构方程模型(AMOS 22.0)分析结果表明:由工作记忆?语言学能和认知风格构成的认知能力对口语成绩的预测力最大,外语焦虑次之;认知能力与情绪智力呈共变关系,共同影响口语成绩; 外语焦虑在口语成绩和学习动机之间起中介效应,调节焦虑对口语成绩的影响力?

Using questionnaires and tests, this study explores the interactive effects among English speaking achievements and six learner characteristics, i. e., emotional intelligence, foreign language anxiety, motivation, working memory, language aptitude and cognitive style. The data analysis using structural equation modeling (AMOS 22.0) reveals the results that cognitive ability composed of working memory, language aptitude and cognitive style is the best predictor of learners English speaking achievements, and anxiety the second, that cognitive ability and emotional intelligence forms covariance, affecting together English speaking achievements, and that anxiety plays a mediating effect on the relationship between motivation and English speaking achievements.