摘要
基于第二语言学习动机的复杂动态系统理论(CDST)视角,本研究为期一年,跟踪考察了在COVID-19疫情大流行期间,中国一所中美合办大学的两名汉语作为第二语言(CSL)中级学习者的学习动机演变。采用Higgins的动机框架,本案例研究侧重于两名学习者在价值、控制和真实效果方面的动机与环境因素之间的相互作用下,如何呈现出不同的动机演变轨迹,同时在口语水平的提高方面表现出明显差异。本文特别关注的两个环境因素是基于综合表现评估(IPA)的语言课程和疫情引发的远程在线学习。本文关注学习者如何适应这些环境因素,以及他们的动机和学习行为如何在时间-空间的多个相互关联的层面上演变。研究结果显示,研究对象的学习动机演变受到与价值、控制和真实效果的多重影响,且在学习环境中的偶发事件和所提供的条件下产生。学习者与环境的相互适应在指引学习者的相关动机维度从而塑造整个系统的整体身份方面发挥着关键作用。本实证研究探索了CDST方法和综合全局性的动机框架在CSL中级学习者的动机演变研究中的适用性,尝试了在此框架下探讨作为个体的学习者如何应对疫情背景下的在线教学和课程创新,为CSL研究和学习动机研究做出了贡献。此外,本文从动机的角度反思了IPA这一课程创新在中级CSL课程中的有效性和适用性,并为语言教育者理解和促进疫情期间复杂的学习者动机提供了见解。
Grounded in a complex and dynamic systems theory(CDST)perspective of L2 learning motivation,this year-long longitudinal study examines evolving motivational dynamics of two intermediate Chinese as a Second Language(CSL)learners at a Sino-US joint-venture university in China during the COVID-19 pandemic.Adopting Higgins’framework of motivation,this case study focuses on the interplay of learner motivation for value,control,and truth effectiveness and contextual factors in shaping the contrastive motivational trajectories of two CSL learners who displayed discrepancy in the improvement of Mandarin oral proficiency.In particular,the two contextual factors of interest are an Integrated Performance Assessment(IPA)-informed CSL curriculum and COVID-induced remote online learning.We focus on how learners co-adapted with the“here-and-now”manifestations of these contextual factors and how their motivational dynamics and learning behaviors evolved based on multiple interrelated layers of the temporal-spatial context.The findings show that CSL learners’motivational dynamics were shaped by multiple overlapping and interrelated motivations related to value,control,and truth effectiveness,which emerged out of the contingencies and affordances in the learning context.The learner-context co-adaptations play a significant role in directing relevant motivational dimensions and thereby shaping the overall identity of the whole system.This empirical study contributes to CSL and L2 motivational studies by exploring the applicability of a CDST approach and a global motivational framework to study intermediate CSL learners’motivational dynamics and how they individually co-adapted with an innovative curricular design and the perturbance during the COVID-19 online teaching and learning process.The paper reflects on the effectiveness and applicability of IPA in an intermediate-level CSL curriculum from a motivational perspective and offers insights into understanding and promoting the complex learner motivation during COVID-19 for language educators.
作者
张欣
潘小斐
Xin ZHANG;Xiaofei PAN(Language and Culture Center,Duke Kunshan University,Suzhou)
基金
supported by a Teaching and Assessment Grant at Duke Kunshan University (DKU)。
