基于二语动机自我系统的大学生英语学习动机干预研究

An Empirical Study of L2 Motivational Intervention of College English Learners

基于二语动机自我系统理论,研究使用干预策略,在实验班进行英语学习动机干预。研究选取武汉地区某理工学院两个班,在实验班进行为期14周的干预实验。描述性统计表明,6种干预策略对大学生的理想二语自我有明显的提升作用,相关性分析显示,二语动机自我系统与英语四级成绩整体上呈显著正相关,多元回归分析表明,动机干预策略能够预测大学生英语学习动机的变化情况。

This study, based on L2 motivational self-system, employs motivational regulation strategies on English learning to intervene college learners’ English learning. The study selects two classes of a technical university in Wuhan, where motivational intervention is conducted in Class A, no intervention is carried out in Class B. The intervention lasts 14 weeks. Descriptive statistics show that six types of motivational regulation strategies can elevate ideal L2 self positively and significantly. Correlation analysis shows that as a whole, the L2 motivational self-system is significantly and positively correlated with English grades of CET-4. Multiple regression analysis shows that motivational regulation strategies can predict the change of college students’ motivation in English learning.