英语学习者多元互动价值感的构成及其与行为投入和学习成绩的关系

Components of EFL Learners’ Perceived Multi-Interaction Value and Its Relationships With Behavioral Engagement and Academic Achievement

互动是外语教学和学习的重要方式,具有多元性。近年来,已有学者陆续关注外语学习者对互动价值的认识,但有关多元互动价值具体分类及其对学习成绩影响机制的研究鲜见。本文以747名非英语专业大学生为被试,采用探索性因子分析和结构方程建模等方法,考察了大学英语学习者感知的多元互动价值构成及其与行为投入和学习成绩的关系。结果表明,被试在英语学习过程中,感知的多元互动价值主要包括输入价值、输出价值和情感价值;学习者感知多元互动价值与行为学习投入、学习成绩都存在显著正相关;多元互动价值感通过学英语学习行为投入的中介作用对学习成绩形成间接的正向预测作用。

As one of major ways of teaching and learning foreign languages,interaction is diverse.Some researchers have touched upon the learners’ perceptions of interaction value,but few studies have discussed its components and influencing mechanism on learners’ academic achievement.Taking 747 non-English majors as participants and employing exploratory factor analysis and structural equation modeling,this article examined components of EFL learners’ perceived multi-interaction value and its relationships with behavioral engagement and academic achievement.The findings showed that:(1) EFL learners’ perceived multi-interaction value contains 3 components:input value,emotional value and output value;(2) EFL learners’ perceived multi-interaction value,behavioral engagement and academic achievement are significantly and positively interrelated;(3) EFL learners’ perceived multi-interaction value,mediated by the behavioral engagement,has an indirect positive effect on academic achievement.