外语学习动机对显性信息加工的作用研究

Effect of foreign language learning motivation on explicit information processing instruction

本研究以253名初中生为受试,以英语一般过去时输入加工教学为例,考察了外语学习动机对显性信息加工的作用。研究结果显示,外语学习动机显著影响学习者的显性信息加工,学习者学习动机较强时显性信息的促学作用明显,而学习者学习动机较弱时有无显性信息的差异并不显著。本研究说明在外语教学与研究中,是否提供显性信息、判断显性信息的作用显著与否,都应考虑学习者外语学习动机这一情感因素的影响。

Taking 253 junior high school students as the subjects, the present study investigates the effect of foreign language learning motivation on explicit information processing in input processing instruction of English past tense. The results show that the students＇ foreign language learning motivation significantly influences their explicit informa- tion processing： （ 1 ） as to the students with higher foreign language learning motivation, explicit information contrib- utes significantly to their foreign language learning; （2） as to the students with lower foreign language learning moti- vation, explicit information exerts no significant effect. The study indicates that in foreign language teaching and research, foreign language learning motivation should be taken into account when presenting explicit information and assessing the rote of explicit information as well.