第二语言学习动机减退成因的扎根理论分析

Grounded-theory Analysis of the Demotivation in Second Language Learning

以193份来华留学生的汉语作为第二语言学习动机减退回溯性作文为材料,采用扎根理论方法进行系统性分析,归纳出导致第二语言学习动机减退的13个因素,并通过分析这些因素的相互关系,建立二语学习动机减退的扎根理论模型。研究发现二语自我差异在学习者二语学习动机减退过程中起到核心作用。二语学习动机减退发生的核心过程,是由二语自我变化产生的二语自我差异问题,通过学习者认知因素的中介作用,导致学习者二语学习期望价值降低的结果。通过二语自我差异问题类型的分析,能够有针对性地应对学习者的二语学习动机减退。

Using grounded theory to analyze 193 valid retrospective papers about Chinese learning demotivation collected from students learning Chinese as a second language,we summarized 13 factors that lead to the demotivation in L2 learning.By analyzing the relationship between these factors,we establisheda grounded theoretical model of learning demotivation in second language.The study found that L2 selfdiscrepancy plays a central role in learners＇ L2 learning demotivation.The core process is the L2 self-discrepancy problem resulting from the L2 self-change leads to the L2 learning demotivation through the mediators of learners＇ cognitive factors.Through the analysis of the type of the L2 self-discrepancy problem,we areaiming to deal with learners＇ L2 learning demotivation.