中美英大学生外语学习动机结构研究

Exploring the structural differences in Chinese,American and British university students’L2 learning motivation

本研究以社会教育宏观模型和二语动机微观模型为理论基础,探究了中美英三国大学生外语学习动机内部6个维度(理想二语自我、语言学习兴趣、文化生活融合、信息媒介、对目的语本族语者的态度、个人发展)关系的异同。通过结构方程模型对898名受试二语动机问卷的数据分析结果显示,语言学习兴趣对个人发展、文化生活融合、对目的语本族语者的态度、理想二语自我等维度具有决定作用;国别对个人发展、信息媒介、对目的语本族语者的态度、语言学习兴趣影响显著。研究结果尤其是语言学习兴趣的直接效应和国别的调节效应对现有外语学习动机模型修正具有一定启示。

Based on the macroscopic socio⁃educational model and the microscopic L2 motivation model,this study explored the interrelationship among 6 internal dimensions of L2 learning motivation(i.e.,ideal L2 self,interest in language learning,cultural integration,information medium,attitudes toward native speakers of the target language,and individual development).A total of 898 Chinese,American and British university students completed a questionnaire,and the survey data were subsequently fitted by structural equation modelling.Results showed that interest in L2 learning had significant impacts on individual development,cultural integration,attitudes toward native speakers of the target language,and ideal L2 self.Nationality had mediating effects on individual development,information medium,attitudes toward native speakers of the target language,and interest in L2 learning.These observations,the direct effects of interest in L2 learning and the mediating effects of nationality in particular,are potentially insightful for updating the existing L2 learning motivation models.