二语写作情境兴趣构念维度及激发研究

The Construct Componentiality and Arousal of Situational Interest in L2 Writing

情境兴趣的激发是兴趣的发端,也是培养个体兴趣的前提。针对我国大学生二语写作兴趣明显不足的现状,本研究以212名非英语专业二年级学生为研究对象,运用问卷调查和半结构访谈的方法探讨了二语写作情境兴趣的构念维度及其激发手段的有效性。结果显示,(1)二语写作情境兴趣包含即时乐趣、挑战性和新颖性三个维度。其中,新颖性与情境兴趣的相关最高。(2)重复测量的方差分析结果显示,语境丰富度对二语写作情境兴趣产生显著影响,学生的情境兴趣随语境丰富度的增加显著提高。(3)半结构性访谈发现学生普遍认为语境丰富度高的任务类型较为新颖,有挑战性,激发了他们的写作意愿。以上结果表明,在写作任务中为学生提供丰富的语境特征是激发非英语专业大学生二语写作情境兴趣的有效手段,而教师应在此发挥其重要作用。

Triggered situational interest is the inception phase of interest development as well as the precondition of fostering individual interest. In response to Chinese college students' lack of interest in L2 writing,this article explores the construct componentiality of situational interest in L2 writing and the effectiveness of triggering Chinese students ' situational interest by means of questionnaire surveys and semi-structured interviews. 212 Chinese non-English major sophomores participated in the present research. Results indicated that situational interest in L2 writing was a multidimensional construct,including instant enjoyment,challenge,and novelty. Among these three factors,novelty was most highly correlated with situational interest. The repeated measures ANOVA showed that contextual richness exerted a significant effect on students' situational interest in L2 writing and that situational interest was significantly aroused as the contextual features grewricher. The semi-structured interviews revealed that the students preferred writing tasks with relatively richer contextual features as they found them novel,challenging and inspiring. Our findings suggest that supplying rich contextual features in writing tasks can be an effective way in the arousal of students' situational interest in L2 writing and that teachers can have an impor-tant role to play to help generate students' situational interest.