移动情境下大学生二语动机自我作用研究

A Study on the Effect of College Students′L2 Motivational Self System in Mobile Learning

当前讨论移动情境下二语动机自我系统(L2MSS)对大学生动机行为作用的研究鲜见。以参与移动学习课程友邻优课的162名大学生为研究对象,采用问卷调查、日记和访谈相结合的定性定量混合分析法,探索在移动情境下L2MSS三因子对学生动机行为的影响以及与线下情境的差异。结果显示:一方面,移动情境下L2MSS影响大学生的动机行为,其中,二语学习体验对动机行为具有显著的正向影响、理想二语自我对动机行为具有中等强度的正向作用、应有二语自我无明显影响;另一方面,与线下情境相比,学习者理想二语自我对动机行为的作用弱化、二语学习体验的作用增强。深入了解移动情境下大学生二语动机系统的作用对优化移动英语课程设计、提高移动英语教学实践和促进教育公平具有重要的启示意义。

Current studies on the effect of L2 Motivational Self System(L2MSS)on college students′motivational behaviors are rare.A mixed qualitative and quantitative analysis with 162 college students from a mobile learning course called Youlinyouke was conducted to explore the influence of L2MSS on students′motivational behaviors and its difference from offline learning context.The results indicate that,on the one hand,the L2MSS in the mobile context has an effect on college students′motivational behaviors,with the L2 learning experience having a significant positive effect,the ideal L2 self having a moderate positive effect,and the ought-to L2 self having no effect;on the other hand,different from the effect in offline learning context,the function of learners′L2 ideal self on motivational behaviors is weakened but the effect of L2 learning experience is reinforced.A thorough grasp of the effect of the L2MSS of college students in the context of mobile learning has significant implications for promoting mobile English course design,mobile English teaching practice,and educational equality.