大学生二语动机自我体系和动机学习行为的内在结构分析被引量：22

The Relationship Between L2 Motivational Self System and Motivated Learning Behaviour Among Chinese Learners of English

下载PDF

导出

摘要本文研究中国社会教育情境下非英语专业大学生二语动机自我体系与动机学习行为之间的内在关系。通过对352名非英语专业大学生进行问卷调查,运用结构方程模型(AMOS 17.0)对假设模型进行了分析。拟合优度标准表明结构模型信度可以接受。研究表明模型中的变量都对动机学习行为具有显著影响;影响因子表明随着二语水平的提高,二语自我对动机学习行为的贡献越来越大,学习经历的贡献则越来越小,尽管其测量值本身未必低。 This study has investigated the relationship between the non-English major college students＇ L2 motivational self system and motivated learning behaviour in the socio-educational context of China. Through a questionnaire survey among 352 non-English major college students, this study applies AMOS 17.0 to run structured equation modeling to analyze the proposed model. Based on the goodness-of-fit criteria, the study confirms the validity of the proposed model. It is found that all the variables in the model have contributed to motivated learning behaviour significantly; and the path coefficients further show that with the increase of English proficiency, the self dimension contributs more to the increase of students＇ motivated learning behaviour while the L2 learning experience play a less important role, although the measurement value itself may not be low.

作者徐智鑫张黎黎

机构地区南京航空航天大学外国语学院

出处《西安外国语大学学报》 2013年第4期78-81,85,共5页 Journal of Xi’an International Studies University

基金 2011年教育部人文社会科学研究青年基金项目"第二外语学习过程中学习者的满足延迟和自我制约方略的使用"(项目编号:11YJC190034)的部分研究成果

关键词二语动机自我体系动机学习行为大学英语学习结构方程模型 L2 motivational self system motivated learning behaviour university English language learning structured equation modeling

分类号 H319 [语言文字—英语]

引文网络
相关文献

参考文献12

1Crookes,G.& Schmidt,R.W.Motivation:Reopening the research agenda[J].Language Learning,1991 (4):469-512.
2Csizér,K.& Kormos,J.Learning experiences,selves and motivated learning behaviour:A comparative analysis of structural models for Hungarian secondary and university learners of English[A].In Z.Dornyei & E.Ushioda (eds.).Motivation,Language Identity and the L2 Self[C].Bristol:Multilingual Matters,2009:98-119.
3Dornyei,Z.Conceptualizing motivation in foreign Language learning[J].Language Learning,1990(1):45-78.
4Dornyei,Z.The Psychology of the Language Learner:Individual Differences in Second Language Acquisition[M].Mahwah,N.J.:Lawrence Erlbaum,2005.
5Dornyei,Z.The L2 motivational self system[A].In Z.D(o)rnyei & E.Ushioda(eds.).Motivation,Language Identity and the L2 Self[C].Bristol:Multilingual Matters,2009:9-42.
6Higgins,E.Promotion and prevention regulatory focus as a motivational principle[J].Advances in Experimental Social Psychology,1998(30):1-46.
7Taguchi,T.,M.Magid & M.Papi.The L2 motivational self system among Japanese,Chinese and Iranian learners of English:A comparative study[A].In.Z.Dtrnyei & E.Ushioda(eds.).Motivation,Language Identity and the L2 Self[C].Bristol:Multilingual Matters,2009:66-97.
8胡卫星,蔡金亭.英语学习动机减退的模型构建[J].外语教学,2010,31(3):41-44. 被引量：113
9李绍鹏,杨连瑞.二语习得动机理论研究新进展[J].当代外语研究,2012(5):43-47. 被引量：26
10刘凤阁.“二语动机自我系统”理论在中国英语学习者中的验证分析[J].浙江万里学院学报,2012,25(3):42-46. 被引量：17