摘要
近年来,大学生写作反馈素养的关键影响因素在外语写作领域得到了广泛关注。在本研究中,作者采用解释性序列混合研究方法,探索了外语写作情境下中国西南某大学商务英语专业大学生的未来写作自我与写作坚持这两项个体差异因素对其写作反馈素养的影响。量化研究结果显示,理想型外语写作自我与写作坚持均对学生写作反馈素养有积极预测作用。中介作用结果显示,写作坚持能够中介理想型外语写作自我与写作反馈素养的关系,并中介应该型外语写作自我与学生写作反馈素养之间的关系,再次验证了未来自我这一动机类型的强大内驱力。以上量化结果在后续的质性发现中也得到了进一步的验证和拓展。研究结果揭示了学生视角下与写作反馈素养相关的影响机制,为外语写作的教学和学习带来了一定的教育启示。
In recent years,the factors influencing university students'writing feedback literacy have attracted increasing attention in the field of foreign language writing.This study adopts an explanatory sequential mixed-method approach,exploring the impacts of two individual difference factorsfuture writing self and writing persistenceon writing feedback literacy among business English majors at a university in Western China,in the context of foreign language writing.The results of the quantitative research indicated that both ideal foreign language(L2)writing self and persistence positively predicted students'writing feedback literacy.The mediation analysis results showed that writing persistence mediated the relationship between ideal L2 writing self and student writing feedback literacy,and mediated the relationship between the ought-to self and student writing feedback literacy.This again confirms the strong predictive power of the ideal self as a motivational type.The quantitative results were further validated and expanded in subsequent qualitative findings.This study reveals the mechanisms influencing writing feedback literacy from the students'perspective and provides educational implications for the teaching and learning of L2 writing.
作者
徐建
冯金萍
XU Jian;FENG Jinping
出处
《外国语文》
北大核心
2025年第3期154-165,共12页
Foreign Languages and Literature
基金
国家社会科学基金一般项目“复合型国际化高端外语人才沟通能力测评研究”(20BYY110)的阶段性研究成果。
