二语动机自我系统、自我效能感、语言焦虑和课堂口语参与动机行为的关系研究
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摘要
本研究通过对294名非英语专业学生进行问卷调查,探究中国大学生二语课堂中二语动机自我系统、自我效能感、语言焦虑之间的作用关系及其对课堂口语参与动机行为的影响。研究运用结构方程模型对假设模型进行分析。拟合优度标准表明,模型与数据拟合良好,结构模型可以接受。本研究有以下发现:(1)二语动机自我系统3维度、自我效能感对课堂口语参与动机行为有着直接显著的正向预测作用,其中理想自我最能激发学生的课堂口语参与动机行为;语言焦虑对参与行为具有显著的反向预测作用。(2)理想自我、应该自我、语言焦虑在自我效能感和课堂口语参与动机行为之间发挥着中介作用。自我效能感对课堂口语参与动机行为的总效应高于其他因素。(3)应该自我对语言焦虑有着正向预测作用,而理想自我、自我效能感、学习体验起反向预测作用。以上研究发现对如何构建有效的大学英语课堂环境有着重要的启发意义。
This study investigated the relationship among the L2 motivational self system,self-efficacy,language anxiety and motivated behaviours in college oral English class. Through a questionnaire survey among 294 non-English-major college students,the study applied AMOS22. 0 to run structural equation modeling to analyse the proposed model. Based on the goodness-of-fit criteria,the study confirmed the validity of the proposed model. It is found that all the variables in the model directly contributed to motivated oral participation significantly,with ideal L2 self having the strongest positive impact on the motivated behaviour and language anxiety a negative impact. Besides,in terms of total effect on the motivated behaviour,self-efficacy ranked first,with ideal L2 self,ought-to L2 self and language anxiety playing an important mediating role. Finally,ideal L2 self,self-efficacy and learning experience contributed to the decrease of students' language anxiety while ought-to L2 self made students more anxious.
This study investigated the relationship among the L2 motivational self system,self-efficacy,language anxiety and motivated behaviours in college oral English class. Through a questionnaire survey among 294 non-English-major college students,the study applied AMOS22. 0 to run structural equation modeling to analyse the proposed model. Based on the goodness-of-fit criteria,the study confirmed the validity of the proposed model. It is found that all the variables in the model directly contributed to motivated oral participation significantly,with ideal L2 self having the strongest positive impact on the motivated behaviour and language anxiety a negative impact. Besides,in terms of total effect on the motivated behaviour,self-efficacy ranked first,with ideal L2 self,ought-to L2 self and language anxiety playing an important mediating role. Finally,ideal L2 self,self-efficacy and learning experience contributed to the decrease of students' language anxiety while ought-to L2 self made students more anxious.
引文
曹扬波.大学生一般自我效能感、外语学习焦虑感与学业成绩[J].中国健康心理学杂志,2014(7).‖Cao,Y.-B.The Relationship Between Chinese College Students'Self-efficacy,Foreign Language Anxiety and Language Achievement[J].China Journal of Health Psychology,2014(7).
葛娜娜金立鑫.二语动机自我系统与英语学习成效关系的实证研究[J].外语学刊,2016(5).‖Ge,N.-N.,Jin,L.-X.An Empirical Study on the Relation Between L2 Motivational Self System and English Achievement[J].Foreign Language Research,2016(5).
海春花.影响EFL大学生课堂互动的因素:学习者情感之实证研究[J].外语教学,2014(2).‖Hai,C.-H.An Analysis of the Factors Influencing EFL Students'Classroom Interaction:An Empirical Study of Learners'Affect[J].Foreign Language Education,2014(2).
寇金南.大学英语学习者课堂参与情况调查研究[J].外语教育研究,2016(2).‖Kou,J.-N.An Investigation into College English Learners'Classroom Participation[J].Foreign Language Education&Research,2016(2).
刘凤阁.L2MSS理论视角下的中国英语二语学习者学习动机研究[D].上海外国语大学博士学位论文,2010.‖Liu,F.-G.A Study on Learning Motivation of L2 Learners in China from the Perspective of L2 Motivational Self System[D].Dissertation for the Degree of Doctor,Shanghai International Studies University,2010.
刘珍姚孝军胡素芬.大学生二语自我、焦虑和动机学习行为的结构分析[J].外语界,2012(6).‖Liu,Z.,Yao,X.-J.,Hu,S.-F.The L2 Motivational Self System,English Anxiety and Motivated Behavior:AStructural Equation Modeling Approach[J].Foreign Language World,2012(6).
石运章.中国外语学习者课内外交际英语意愿研究[D].山东大学博士学位论文,2008.‖Shi,Y.-Z.Willingness to Communicate Inside and Outside the Classroom:A Study of Chinese Tertiary Level EFL Learners[D].Dissertation for the Degree of Doctor,Shandong University,2008.
汪琴李道柏.情感因素对大学英语课堂参与行为的影响[J].江西师范大学学报(哲学社会科学版),2009(3).‖Wang,Q.,Li,D.-B.The Influence of Affective Factors on College English Classroom Participation Behavior[J].Journal of Jiangxi Normal University(Social Sciences),2009(3).
王兰兰.中国大学生二语动机自我系统、语言焦虑及交际意愿研究:结构方程模型研究[D].山东大学博士学位论文,2014.‖Wang,L.-L.L2 Motivational Self System,Language Anxiety,and Willingness to Communicate by English Learners in Chinese University Context:A Structural Equation Modeling Approach[D].Dissertation for the Degree of Doctor,Shandong University,2014.
韦晓保.大学生二语动机自我系统与自主学习行为的关系研究[J].外语与外语教学,2013(4).‖Wei,X.-B.An Investigation into the Relation Between L2 Motivational Self System and Self-regulated Learning Behavior[J].Foreign Languages and Their Teaching,2013(4).
韦晓保.大学生二语课堂目标结构感知、二语自我和动机行为的关系研究[J].外语与外语教学,2014(6).‖Wei,X.-B.An Investigation into the Relations among Chinese College Students'Perceptions of L2 Classroom Goal Structures,L2 Motivational Self System and Motivated Behavior to Learn English[J].Foreign Languages and Their Teaching,2014(6).
吴明隆.结构方程模型---AMOS的操作与应用[M].重庆:重庆大学出版社,2015.‖Wu,M.-L.Structural Equation Modeling with AMOS-Practice and Application[M].Chongqing:Chongqing University Press,2015.
项茂英.情感因素对大学英语教学的影响---理论与实证研究[J].外语与外语教学,2003(3).‖Xiang,M.-Y.A Study on the Influence of Affective Factors on College English Teaching-A Theoretical and Empirical Study[J].Foreign Languages and Their Teaching,2003(3).
徐锦芬.大学外语自主学习理论与实践[M].北京:中国社会科学出版社,2007.‖Xu,J.-F.Autonomy in College Foreign Language Learning:From Theory to Practice[M].Beijing:China Social Sciences Press,2007.
徐锦芬寇金南.大学生英语学习焦虑自我调节策略研究[J].外语学刊,2015(2).‖Xu,J.-F.,Kou,J.-N.A Study on English Learning Anxiety Self-regulation Strategies of College Students[J].Foreign Language Research,2015(2).
杨涛李力.动机过程观、自我系统和二语动机策略研究[J].外语与外语教学,2010(5).‖Yang,T.,Li,L.A Study on the Process-oriented Perspective of L2Learning Motivation Research,L2 Motivation Self System and L2 Learning Strategies[J].Foreign Languages and Their Teaching,2010(5).
詹先君.中国情景中的理想二语自我多群组验证[J].外语教学与研究,2015(4).‖Zhan,X.-J.Validating Ideal L2 Self Across Groups in the Chinese Context[J].Foreign Language Teaching and Research,2015(4).
张庆宗.外语学与教的心理学原理[M].北京:外语教学与研究出版社,2011.‖Zhang,Q.-Z.Psychological Principles of Foreign Language Learning and Teaching[M].Beijing:Foreign Language Teaching and Research Press,2011.
张日昇袁莉敏.大学生外语焦虑、自我效能感与外语成绩关系的研究[J].心理发展与教育,2004(3).‖Zhang,R.-S.,Yuan,L.-M.Research on the Relationship Between Foreign Language Anxiety,Self-efficacy and English Performance[J].Psychological Development and Education,2004(3).
Arnold,J.,Brown,H.A Map of the Terrain[A].In:Arnold,J.(Ed.),Affect in Language Learning[C].Beijing:Foreign Language Teaching and Research Press,1999.
Csizer,K.,Kormos,J.Learning Experiences,Selves and Motivated Learning Behavior:A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2Self[C].New York:Multilingual Matters,2009.
D9rnyei,Z.The Psychology of the Language Learner:Individual Differences in Second Language Acquisition[M].Mahwah:Lawrence Erlbaum Associates,2005.
Higgins,E.Self-discrepancy:A Theory Relating Self and Affect[J].Psychological Review,1987(94).
Horwitz,E.K.,Horwitz,M.B.,Cope,J.Foreign Language Classroom Anxiety[J].The Modern Language Journal,1986(70).
Kormos,J.,Kiddle,T.,Csizér,K.Systems of Goals,Attitudes,and Self-related Beliefs in Second-language-learning Motivation[J].Applied Linguistics,2011(5).
MacIntyre,P.D.,Mackinnon,S.P.,Clément,R.The Baby,the Bathwater,and the Future of Language Learning Motivation Research[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2 Self[C].New York:Multilingual Matters,2009.
Nilsen,H.Influence on Student Academic Behavior Through Motivation,Self-efficacy and Value-expectation:An Action Research Project to Improve Learning[J].Issues in Informing Science and Information Technology,2009(6).
Papi,M.The L2 Motivational Self System,L2 Anxiety,and Motivated Learning Behavior:A Structural Equation Modeling Approach[J].System,2010(3).
Peng,J.Woodrow,L.Willingness to Communicate in English:A Model in the Chinese EFL Classroom Context[J].Language Learning,2010(60).
Taguchi,T.,Magid,M.,Papi,M.The L2 Motivational Self System Amongst Chinese,Japanese,and Iranian Learners of English:A Comparative Study[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2 Self[C].New York:Multilingual Matters,2009.
Ueki,M.,Takeuchi,O.Validating the L2 Motivational Self System in a Japanese EFL Context:The Interplay of L2Motivation,L2 Anxiety,Self-efficacy,and the Perceived Amount of Information[J].Language Education&Technology System,2012(49).
葛娜娜金立鑫.二语动机自我系统与英语学习成效关系的实证研究[J].外语学刊,2016(5).‖Ge,N.-N.,Jin,L.-X.An Empirical Study on the Relation Between L2 Motivational Self System and English Achievement[J].Foreign Language Research,2016(5).
海春花.影响EFL大学生课堂互动的因素:学习者情感之实证研究[J].外语教学,2014(2).‖Hai,C.-H.An Analysis of the Factors Influencing EFL Students'Classroom Interaction:An Empirical Study of Learners'Affect[J].Foreign Language Education,2014(2).
寇金南.大学英语学习者课堂参与情况调查研究[J].外语教育研究,2016(2).‖Kou,J.-N.An Investigation into College English Learners'Classroom Participation[J].Foreign Language Education&Research,2016(2).
刘凤阁.L2MSS理论视角下的中国英语二语学习者学习动机研究[D].上海外国语大学博士学位论文,2010.‖Liu,F.-G.A Study on Learning Motivation of L2 Learners in China from the Perspective of L2 Motivational Self System[D].Dissertation for the Degree of Doctor,Shanghai International Studies University,2010.
刘珍姚孝军胡素芬.大学生二语自我、焦虑和动机学习行为的结构分析[J].外语界,2012(6).‖Liu,Z.,Yao,X.-J.,Hu,S.-F.The L2 Motivational Self System,English Anxiety and Motivated Behavior:AStructural Equation Modeling Approach[J].Foreign Language World,2012(6).
石运章.中国外语学习者课内外交际英语意愿研究[D].山东大学博士学位论文,2008.‖Shi,Y.-Z.Willingness to Communicate Inside and Outside the Classroom:A Study of Chinese Tertiary Level EFL Learners[D].Dissertation for the Degree of Doctor,Shandong University,2008.
汪琴李道柏.情感因素对大学英语课堂参与行为的影响[J].江西师范大学学报(哲学社会科学版),2009(3).‖Wang,Q.,Li,D.-B.The Influence of Affective Factors on College English Classroom Participation Behavior[J].Journal of Jiangxi Normal University(Social Sciences),2009(3).
王兰兰.中国大学生二语动机自我系统、语言焦虑及交际意愿研究:结构方程模型研究[D].山东大学博士学位论文,2014.‖Wang,L.-L.L2 Motivational Self System,Language Anxiety,and Willingness to Communicate by English Learners in Chinese University Context:A Structural Equation Modeling Approach[D].Dissertation for the Degree of Doctor,Shandong University,2014.
韦晓保.大学生二语动机自我系统与自主学习行为的关系研究[J].外语与外语教学,2013(4).‖Wei,X.-B.An Investigation into the Relation Between L2 Motivational Self System and Self-regulated Learning Behavior[J].Foreign Languages and Their Teaching,2013(4).
韦晓保.大学生二语课堂目标结构感知、二语自我和动机行为的关系研究[J].外语与外语教学,2014(6).‖Wei,X.-B.An Investigation into the Relations among Chinese College Students'Perceptions of L2 Classroom Goal Structures,L2 Motivational Self System and Motivated Behavior to Learn English[J].Foreign Languages and Their Teaching,2014(6).
吴明隆.结构方程模型---AMOS的操作与应用[M].重庆:重庆大学出版社,2015.‖Wu,M.-L.Structural Equation Modeling with AMOS-Practice and Application[M].Chongqing:Chongqing University Press,2015.
项茂英.情感因素对大学英语教学的影响---理论与实证研究[J].外语与外语教学,2003(3).‖Xiang,M.-Y.A Study on the Influence of Affective Factors on College English Teaching-A Theoretical and Empirical Study[J].Foreign Languages and Their Teaching,2003(3).
徐锦芬.大学外语自主学习理论与实践[M].北京:中国社会科学出版社,2007.‖Xu,J.-F.Autonomy in College Foreign Language Learning:From Theory to Practice[M].Beijing:China Social Sciences Press,2007.
徐锦芬寇金南.大学生英语学习焦虑自我调节策略研究[J].外语学刊,2015(2).‖Xu,J.-F.,Kou,J.-N.A Study on English Learning Anxiety Self-regulation Strategies of College Students[J].Foreign Language Research,2015(2).
杨涛李力.动机过程观、自我系统和二语动机策略研究[J].外语与外语教学,2010(5).‖Yang,T.,Li,L.A Study on the Process-oriented Perspective of L2Learning Motivation Research,L2 Motivation Self System and L2 Learning Strategies[J].Foreign Languages and Their Teaching,2010(5).
詹先君.中国情景中的理想二语自我多群组验证[J].外语教学与研究,2015(4).‖Zhan,X.-J.Validating Ideal L2 Self Across Groups in the Chinese Context[J].Foreign Language Teaching and Research,2015(4).
张庆宗.外语学与教的心理学原理[M].北京:外语教学与研究出版社,2011.‖Zhang,Q.-Z.Psychological Principles of Foreign Language Learning and Teaching[M].Beijing:Foreign Language Teaching and Research Press,2011.
张日昇袁莉敏.大学生外语焦虑、自我效能感与外语成绩关系的研究[J].心理发展与教育,2004(3).‖Zhang,R.-S.,Yuan,L.-M.Research on the Relationship Between Foreign Language Anxiety,Self-efficacy and English Performance[J].Psychological Development and Education,2004(3).
Arnold,J.,Brown,H.A Map of the Terrain[A].In:Arnold,J.(Ed.),Affect in Language Learning[C].Beijing:Foreign Language Teaching and Research Press,1999.
Csizer,K.,Kormos,J.Learning Experiences,Selves and Motivated Learning Behavior:A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2Self[C].New York:Multilingual Matters,2009.
D9rnyei,Z.The Psychology of the Language Learner:Individual Differences in Second Language Acquisition[M].Mahwah:Lawrence Erlbaum Associates,2005.
Higgins,E.Self-discrepancy:A Theory Relating Self and Affect[J].Psychological Review,1987(94).
Horwitz,E.K.,Horwitz,M.B.,Cope,J.Foreign Language Classroom Anxiety[J].The Modern Language Journal,1986(70).
Kormos,J.,Kiddle,T.,Csizér,K.Systems of Goals,Attitudes,and Self-related Beliefs in Second-language-learning Motivation[J].Applied Linguistics,2011(5).
MacIntyre,P.D.,Mackinnon,S.P.,Clément,R.The Baby,the Bathwater,and the Future of Language Learning Motivation Research[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2 Self[C].New York:Multilingual Matters,2009.
Nilsen,H.Influence on Student Academic Behavior Through Motivation,Self-efficacy and Value-expectation:An Action Research Project to Improve Learning[J].Issues in Informing Science and Information Technology,2009(6).
Papi,M.The L2 Motivational Self System,L2 Anxiety,and Motivated Learning Behavior:A Structural Equation Modeling Approach[J].System,2010(3).
Peng,J.Woodrow,L.Willingness to Communicate in English:A Model in the Chinese EFL Classroom Context[J].Language Learning,2010(60).
Taguchi,T.,Magid,M.,Papi,M.The L2 Motivational Self System Amongst Chinese,Japanese,and Iranian Learners of English:A Comparative Study[A].In:D9rnyei,Z.,Ushioda,E.(Eds.),Motivation,Language Identitiy and the L2 Self[C].New York:Multilingual Matters,2009.
Ueki,M.,Takeuchi,O.Validating the L2 Motivational Self System in a Japanese EFL Context:The Interplay of L2Motivation,L2 Anxiety,Self-efficacy,and the Perceived Amount of Information[J].Language Education&Technology System,2012(49).