L2MSS与动机学习行为的结构分析

A Structural Analysis of Japanese Language Recognition, the L2 Motivational Self System, and Motivated Learning Behavior

本文通过对386名日语专业本科生进行问卷调查,利用相关分析和结构方程模型探讨了对日认识、L2MSS与动机学习行为之间的关系。研究结果表明对日认识对动机学习行为的直接影响较小,主要通过二语学习体验和理想二语自我间接影响动机学习行为。低学年学生的应该二语自我对其动机学习行为的影响与高学年学生相比更为显著。本研究为日语教师在教学中运用提升学习者的对日认识激发学习动机这一教学策略提供清晰、具体的路径支持。

Based on a questionnaire survey of 386 Japanese major undergraduate students,this study attempts to analyze the relationship between Japanese language recognition,L2 Motivational Self System (L2MSS) and motivated learning behavior via Correlational Analysis and Structural Equation Model(SEM).The results show that the recognition of Japanese has comparatively little direct influence on motivated learning behavior,but it can indirectly influence motivated learning behavior via its effect on L2MSS.Compared with senior students,the influence of Ought-to L2 self recognition on motivated learning behavior is more obvious to junior students.This study will provide clear and concrete methods for teachers applying L2 self system intervention in Japanese language teaching.