大学生英语学习动机自我系统对动机调控策略的影响

The effects of English learning motivational self system on non-English majors’ use of motivational regulation strategies

本研究旨在用结构方程模型的方法探索英语学习动机自我系统对动机调控策略的影响。本研究对346名非英语专业学生进行问卷调查后发现:1)理想英语自我与应该英语自我显著正相关,且都正向影响英语学习经历;2)理想英语自我和应该英语自我不仅直接正向影响动机调控策略,还通过英语学习经历间接正向影响动机调控策略;3)理想英语自我对动机调控策略的影响最大,其次是应该英语自我,而英语学习经历的影响最小。基于研究发现,教师应意识到动机自我系统对动机调控策略的积极影响,并采取措施提升学习者的理想自我和应该自我,尤其要培养理想自我,来维持学习动机。

This study aims to explore the effects of English learning motivational self system on motivational regulation strategies by structural equations modeling. The survey of 346 non-English majors showed: 1) ideal English self and ought-to English self positively and significantly correlated with each other and both had positive effects on English learning experience;2) both ideal English self and ought-to English self had directly positive effects on motivational regulation strategies, and also indirectly positive effects via English learning experience;3) the effects of ideal English self on motivational regulation strategies were the largest, ought-to English self’s effects were the second, and English learning experience’s effects were the third. This study indicates that teachers should realize the positive effects of motivational self system on motivational regulation strategies, and take measures to improve learners’ ideal self and ought-to self, especially ideal self, to maintain learning motivation.