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大学生二语课堂目标结构感知、二语自我和动机行为的关系研究
韦晓保
(华东理工大学外国语学院,上海 200237;南京师范大学外国语学院博士后流动站,江苏南京 210097)
A Structural Analysis of College Students’ Perception of L2 Classroom Goals, L2 Selves and Motivational Learning Behavior
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摘要 本研究通过对365名非英语专业大一学生进行问卷调查,探究了中国大学生二语课堂目标结构感知对其二语动机自我系统构建及其动机行为的影响。研究运用结构方程模型(AMOS17.0)对假设模型进行了分析。拟合优度标准表明,模型与数据拟合良好,结构模型可以接受。研究发现,(1)掌握目标课堂对理想二语自我、应该二语自我和学习经历都有着显著的正向预测作用;表现目标课堂只对应该二语自我产生了显著的正面影响,对理想二语自我和学习经历均产生了显著的负面效应。(2)理想二语自我和学习经历能激发学生更加努力、更加投入地学习英语;应该二语自我对学生二语学习动机行为几乎没有什么影响。(3)掌握目标课堂对学生动机行为的影响要优于表现目标课堂,二语动机自我系统在其中发挥着重要的调节作用。研究发现对如何构建有效的大学英语课堂环境有着重要的启发。
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韦晓保
关键词 二语课堂目标结构二语动机自我系统动机行为结构方程模型    
Abstract:The present study, through a questionnaire survey among 365 non-English freshmen, probed into the relations among Chinese college students’ perceptions of L2 classroom goal structures, L2 motivational self system and motivated behavior to learn English. Using AMOS Version 17.0, the study ran structured equation modeling to analyze the proposed model. Based on several goodness-of-fit criteria, the study results confirmed the validity of the anticipated construct. It was found that mastery-oriented classroom goal structure could positively predict the construction of three dimensions of L2 motivational self system (ideal L2 self, ought-to L2 self, L2 learning experience), while performance-oriented classroom goal structure only had the positive effect on the construction of ought-to L2 self, but had the negative effects on the construction of both ideal L2 self and L2 learning experience; ideal L2 self and L2 learning experience could stimulate the students for greater efforts to learn English than ought-to L2 self could; the impact from mastery-oriented classroom goal structure on motivated behavior is stronger than that of performance-oriented classroom goal structure, with L2 motivational self system playing a significant mediating role. The results have the inspiration significance to the construction of effective classroom environments for college English teaching.
Key wordsL2 classroom goal structures    L2 motivational self system    motivated behavior    structural equation modeling
    
基金资助:本文为华东李东大学2014年度基本科研业务费研究专项基金(项目编号:WS1424002)的阶段性研究成果。
作者简介: 韦晓保,讲师,博士;研究方向: 二语习得,外语教学
引用本文:   
韦晓保. 大学生二语课堂目标结构感知、二语自我和动机行为的关系研究[J]. 外语与外语教学, 2014, 0(6): 74-.
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