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

L2 Motivational Self System,Self-efficacy,Language Anxiety and Motivated Oral Participation in Class

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.