大学生二语自我、焦虑和动机学习行为的结构分析被引量：81

A structural analysis of college students' L2 selves,anxiety and motivated learning behavior

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摘要本研究通过对706名非英语专业本科生和研究生进行问卷调查,探究中国社会教育情境下二语学习动机自我系统中的理想自我、应该自我、学习经历与英语焦虑、动机学习行为之间的相互作用。研究运用结构方程模型(AMOS 7.0)对假设模型进行了分析。拟合优度标准表明,模型的评价指标比较理想,结构模型信度可以接受。研究发现,模型中的变量都对英语学习动机行为具有显著影响;理想自我和应该自我这两种可能自我相互影响;学习者的动机学习行为受理想自我和应该自我激励程度越大,英语学习焦虑感就越强,应该自我对焦虑感的影响程度相对更大;积极的学习经历有利于降低英语焦虑感。 The present study, through a questionnaire survey among 706 non-English major undergraduates and post- graduates, probed into the relations among the L2 motivational self system （ composed of the ideal L2 self, the ought- to L2 self, and the L2 learning experience） , English anxiety and motivated behavior to learn English in the socio- educational context of China. Using AMOS Version 7, the study ran structural equation modeling to analyze the pro- posed model. Based on several goodness-of-fit criteria, the study results confirmed the validity of the anticipated con- struct. It was found that all the variables in the model significantly contributed to motivated learning behavior; the ideal L2 self and ought-to L2 self, the two possible L2 selves, significantly interacted with each other and made students more anxious; the positive L2 learning experience contributed to the decrease of students＇ English anxiety.

作者刘珍姚孝军胡素芬

机构地区华中农业大学外国语学院

出处《外语界》 CSSCI 北大核心 2012年第6期28-37,94,共11页 Foreign Language World

关键词二语动机自我系统焦虑动机学习行为结构方程模型 L2 motivational self system anxiety motivated learning behavior structural equation modeling

分类号 H319 [语言文字—英语]

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