非英语专业学生的二语交际意愿与融合型动机

Willingness to Communicate in Second Language and Integrative Motivation among Non-English Majors

以二语交际意愿模型和社会教育模式为理论依据,采用问卷的方式调查了部分中国的非英语专业专科学生在英语课堂上的交际意愿与融合型动机及融合型动机的三个组成部分的关系。研究结果发现,融合型动机与交际意愿呈显著正相关;融入性态度、对学习环境的态度和动机均与交际意愿呈显著正相关,其中动机与交际意愿的相关性最大。虽然Gardner认为融入性态度和对学习环境的态度是动机的主要支撑因素,但在本研究中融入性态度和对学习环境的态度没有产生同等水平的动机。

This article, in the framework of WTC （ willingness to communicate） model and the socio - educational model, and adopting a method of questionnaire survey, investigated the relation Between integrative motivation and L2 （second language） WTC in classroom as well as the relation between the three components of integrative motivation and L2. WTC in classroom among some three - year non - English majors in China. It was found that integrative motivation was positively correlated to L2 WTC; integrativeness, attitudes toward the learning situation and motivation were all positively correlated to L2 WTC. Of the three variables, motivation had the biggest influence on L2 WTC. Although Gardner con- ceives that integrativeness and attitudes toward the learning situation are the major supports of motivation, motivation of the same level with integrativeness and attitudes toward the learning situation was not found in this research.