二语动机自我系统、二语接触与学习成效的关系研究

The relationship among L2 motivational self system,L2 exposure and learning achievement

本研究运用结构方程模型探究了二语动机自我系统、二语接触和学习成效的关系。研究发现,二语自我动机系统中的理想二语自我、应该二语自我和二语学习经验对课堂接触和课外接触均具有显著作用;理想二语自我、二语学习经验对学习成效具有显著作用,但应该二语自我的作用不显著;课堂接触显著调节了理想二语自我、二语学习经验对学习成效的作用,课外接触显著调节了二语学习经验对学习成就的作用。研究结果揭示了二语动机自我系统、二语接触与学习成效的多元动态关系,对如何通过增加二语接触增强学习动机进而提高学习成效具有启示作用。

This study investigates the relationship among L2 motivational self system,L2 exposure and learning achievement through structural equation modeling.Its results show that ideal L2 self,ought-to L2 self,and L2 learning experience of the L2MSS(L2 motivational self system)have significant effects respectively on in-class L2 exposure and out-ofclass L2 exposure,that both ideal L2 self and L2 learning experience significantly contribute to students'learning achievement whereas ought-to L2 self does not,and that in-class L2 exposure significantly moderates the impact of ideal L2 self and L2 learning experience on learning achievement while out-of-class L2 exposure moderates the impact of L2 learning experience on learning achievement.Findings of the study indicate a multi-faceted,dynamic relationships among L2 motivational self system,L2 exposure and learning achievement,having implications for how to strengthen L2 motivation and improve learning achievement through enhancing L2 exposure in a foreign language context.