二语动机自我系统对动机调控策略及动机行为的影响研究

A Study of the Influence of the L2 Motivational Self System on Motivational Regulation Strategies and Motivated Behavior

本文通过对302名非英语专业大学生进行问卷调查,探究了二语动机自我系统对动机调控策略使用和对动机行为的影响。对数据的相关分析和多元回归分析结果表明,二语动机自我系统的3个层面均与动机调控策略及动机行为显著正相关,能有效预测各种动机调控策略的使用和动机行为。理想二语自我对8种动机调控策略和动机行为均有显著的预测力;应该二语自我对动机行为以及兴趣提升和意志控制没有显著的预测力;二语学习经历能有力预测各种动机调控策略使用和动机行为,且对动机行为及兴趣提升、掌握目标唤起、自我奖励、意志控制和自我效能提升5种策略都有最强的预测力。二语动机自我系统可以很好地解释学习者动机调控策略的使用和学习者的动机行为,教师应为学生创设良好的课堂环境,帮助学生构建和优化二语自我。

The study examines the influence of the second language(L2)motivational self system on the students’use of motivational regulation strategies and motivated behavior by surveying 302 non-English major college students.The results of the correlation and multiple regression analyses of the data indicate that the three aspects of the L2 motivational self system,namely the ideal L2 self,the ought-to L2 self,and the L2 learning experience,were all correlated significantly and positively with the use of motivational regulation strategies and motivated behavior.The L2 motivational self system,as a whole,is a significant predictor of all the eight motivational regulation strategies and of motivated behavior.Individually,the ideal L2 self is a strong predictor of all the eight motivational regulation strategies and motivated behavior,while the ought-to L2 self can not significantly predict the use of interest enhancement and volitional control or motivated behavior.The L2 learning experience is found to be the strongest predictor of motivated behavior and the strongest predictor for the use of five motivational regulation strategies—interest enhancement,mastery self-talk,self-reward,volitional control,and self-efficacy enhancement.The L2 motivational self system can well explain students’use of motivational regulation strategies and their motivated behavior;therefore,teachers should aim to create a motivating classroom environment for students,and assist them to construct and optimize the L2 self.