家庭背景对二语自我的影响

The effect of family background on L2 Motivational Self System

本文基于二语动机自我系统理论,采用单因素方差、回归分析和访谈等方法,探讨中国非英语专业本科生的家庭背景对其二语动机自我系统和动机学习行为的影响。研究发现:1)家庭社会阶层背景对应该二语自我有显著影响;2)家庭文化水平背景对理想二语自我有显著影响;3)不同社会阶层家庭背景学生的动机学习行为均主要受学习体验影响,但不同文化水平家庭背景学生的动机学习行为受二语自我影响呈现差异:高级文化水平家庭背景的学生主要受理想二语自我影响,中级以下文化水平的则主要受学习体验影响。上述结果可用二语动机自我系统、社会成层、隐性文化代际传递和想象共同体等理论解释。

Within the theoretical framework of L2 Motivational Self System, this paper examined the effect of family background of China's non-English majors on their L2 Self and Motivational Learning Behavior.Research means included both statistical tools like ANOVA, linear regression, and interview. Results of the study show that:(1) family social status exerted a significant effect on Ought-to L2 Self;(2) Ideal L2 Self was affected significantly by family educational level; and(3) while Motivational Learning Behavior was affected mainly by Ought-to L2 Self for students of different family social status, there exhibited statistically different effects of L2 Self on Motivational Learning Behavior for students of different family educational levels, with high-level students being affected largely by Ideal L2 Self and their intermediateand low-level counterparts chiefly by Learning Experience. These findings can be well accounted for jointly by such notions like L2 Motivational Self System, reproduction of social status, recessive intergeneration transmission of culture, and imagined community as well.