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相较过往动机理论,二语动机自我系统对外语学习动机的多维动态变化更具现实解释力。本文回溯该系统的理论界说与实证研究,以450名大学外语学习者为研究受试,访谈并问卷调研二语动机自我系统在中国大学外语教育情境中的可行性和有效性及其与家庭因素、学习环境和文化兴趣等学习者个人变量之间的关联。结构方程模型检验显示:中国受试的外语学习动机特性明显,学习者个人变量与系统三层面关联度较高,应有二语自我对动机的导向性驱动显著。结合实验结果,本文尝试从社会文化理念、外语教育情境等视角探察上述动机特性的根由。
Compared with the past motivation theory, the second language motivation self-system of foreign language learning motivation to multi-dimensional dynamic more realistic interpretation. This paper traces back to the theoretical and empirical research of the system, taking 450 college foreign language learners as research subjects, interviewing and questionnaire investigating the feasibility and effectiveness of the second language motivation self-system in the context of foreign language education in Chinese universities and their relationship with family Factors, learning environment and cultural interest and other learner personal variables. Structural equation modeling test showed that the motivation of foreign language learning in China was obvious, and the personal variables of learners were highly correlated with the three levels of the system. Second language self-motivation oriented guidance was significant. Combined with the experimental results, this article attempts to explore the root causes of the above motivational characteristics from the perspectives of social and cultural ideas and the context of foreign language education.