An Emotional Analysis Method for the Analysis of Cognitive and Psychological Factors in the Change of Second Language Learning Model of Chinese Mainland Students in the Post-epidemic Era

Abstract

Since the sudden outbreak of the coronavirus disease 2019 (COVID-19) epidemic in 2020, the second language learning patterns of students in mainland China have encountered new challenges that have had a psychological impact on mainland Chinese students. The epidemic has not only inconvenienced students’ normal second language learning but also greatly affected the second language learning patterns of mainland Chinese students. In the post-epidemic era, more and more students are becoming accustomed to studying and learning a second language online. The level of informatization of second language learning patterns of students in mainland China has increased significantly. This study first analyses the mechanisms of change in second language learning patterns and further analyses the influence of knowledge background on the perception of second language learning patterns on this basis. To design the influencing factors of second language learning patterns, a questionnaire was used to investigate the influence of knowledge background on the perception of second language learning patterns. The survey was conducted on students who were learning a second language in mainland China. Then, the survey data were statistically analyzed. In analyzing the influence of effect on second language learning behaviors of students in mainland China, observed variables were designed, including observed variables of affective factors and learning behaviors. After that, the findings of the experiment were summarized based on the results of the questionnaire survey, and the positive influence of emotional factors on second language learning behaviors of mainland Chinese students in the post-development era was concluded.

The influence mechanism of parental emotional companionship on children’s second language acquisition

“…The subject of this study considers parental emotional companionship as one of the antecedents of children's second language acquisition, so this study reviews such literature, which shows that most studies focus on learners' cognitive factors (Semaan and Yamazaki, 2015), learners' own emotional factors (Xie and Wang, 2022), and school teaching (Sadikoglu and Oktay, 2018;Bai and Robinson, 2022) on second language acquisition. As an indirect influencing factor, parental factors seem to be irrelevant and easy to be ignored.…”