中国情景中的理想二语自我多群组验证

Validating Ideal L2 Self(IL2S) across groups in the Chinese context

本文基于二语动机自我系统理论,采用配对样本T检验、独立样本T检验和结构方程模型等方法,就理想二语自我在二语动机自我系统中所占地位、理想二语自我对学习情感和自主学习行为的影响等问题,对中国某理工科院校的两个EFL本科生群组进行了实证研究,发现:广义的理想二语自我在总体样本的二语自我结构中占主导地位,但是IL2S易生组的狭义理想二语自我比IL2S弱生组强;广义理想二语自我对学习体验和自主学习行为有正向影响,对外语焦虑有负向影响,但是IL2S易生组的理想二语自我的焦虑缓解作用比IL2S弱生组。上述现象可能是中国理想二语自我形成环境、理想二语自我的融入性和内部性所致,同时也启示我们,在中国外语教育情境中,理想二语自我对外语学习确有促进作用,理想二语自我是可以有效培养的。

Based on the theory of L2 Motivational Self System(L2MSS),and adopting independent and paired-samples tests and structural equation modeling,this paper explores the role of IL2 S in L2 MSS and the effect of IL2 S on learning affect and autonomous learning behavior across two EFL undergraduate groups from a science and technology university in China.The findings are:Across the 2 sample groups,general IL2 S plays a major role in L2 MSS,but special IL2 S in the group whose learning context is favorable to the formulation of a clear IL2S(IL2S favorable group) is stronger than that in the group whose learning context is unfavorable to the formulation of a clear IL2S(IL2S unfavorable group);across the 2sample groups,general IL2 S has a positive effect on learning experience and a negative effect on learning anxiety,but IL2 S can relieve more anxiety in IL2 S favorable group than in IL2 S unfavorable group;across the 2 sample groups,general IL2 S has much stronger positive effect on autonomous learning behavior than Ought-to L2 Self(OL2S).The results may have been affected by the IL2 S forming context in China,in addition to the integrative and internal nature of IL2 S.The implication is that in Chinese EFL context,IL2 S can indeed help improve language learning and it can be fostered.