母语策略使用与二语水平及情感制约因素关系的实证研究

Empirical Study of the Relationship between Mother-tongue Strategy Use and Restrictive Factors of SL Proficiency & Affections

本研究以初中、高中及大学的926名学习者为研究对象，采用定量分析的方法，对他们的母语策略使用及其二语水平和情感制约因素进行了实证研究。结果表明，学习者在英语学习中普遍使用母语策略；随着学习者二语水平的提高，他们的母语策略使用呈现先增加、后减少的趋势；浅层动机、深层动机、语言焦虑和自我效能4个变量共同解释母语使用策略中33％的差异。其中，语言焦虑是最能预测母语策略使用的情感因素。本研究说明中国学习者母语策略使用是受二语水平及多种情感因素共同作用的结果。

This empirical study aims to explore the relationship between learners＇ mother-tongue strategy use and their second language （SL） proficiency as well as affective restrictive factors. The questionnaire data collected from 926 students of junior high schools, senior high schools and universities were analyzed with quantitative methods. The results show that mother-tongue strategy was widely used in Chinese learners＇ English learning; with improvement of SL proficiency, their mother-tongue strategy use increased at first and then decreased; motivations of surface layer type and deep layer type, language anxiety and self-efficiency predicted 33% variance of mother-tongue strategy. Among these four variables, language anxiety is the best positive prediction for variance of mother-tongue strategy. Research findings of this study demonstrate that Chinese learners＇ mother-tongue strategy use is affected by their SL proficiency and affective restrictive factors.