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本文调查非英语专业学生的跨文化接触与动机学习行为之间的结构关系。通过对223名非英语专业学生的问卷调查,基于结构方程模型对假设模型进行了分析。拟合优度标准显示结构模型的信度可以接受。研究发现模型中的各变量对动机学习行为具有显著影响:(1)直接接触对动机学习行为的影响最大,依次为学习态度和接触的重要性认知;和(2)间接接触和工具性通过学习态度对动机学习行为产生间接影响。研究结果能为跨文化交际研究提供一定的理论基础,并对引导学生利用跨文化接触来提高英语学习动机具有指导意义。
This article investigates the structural relationship between non-English majors’ cross-cultural contact and motivational learning behavior. Based on the questionnaire survey of 223 non-English majors, the hypothesis model is analyzed based on the structural equation model. Goodness of fit shows that the reliability of the structural model is acceptable. The study found that variables in the model had a significant effect on motivation learning behavior: (1) direct contact had the greatest impact on motivation learning behavior, followed by learning attitudes and importance of exposure; and (2) indirect and instrumental adoption Learning attitude has an indirect effect on motivation learning behavior. The research results can provide a theoretical basis for intercultural communication research and have guiding significance for guiding students to use intercultural contact to improve their English learning motivation.