语言思维模式培养对二语口语思维模式、交际意愿及口语学业水平的影响

The Effects of Language Mindset Intervention on L2 Speaking Mindset, Willingness to Communicate and Speaking Proficiency

本实验研究旨在探讨语言思维模式干预对二语口语思维模式、交际意愿和口语水平的影响。80名非英语专业大学生随机分为实验班和对照班。实验班通过阅读文献、观看视频、分组讨论等形式进行以成长型语言思维模式为导向的语言思维模式干预;对照班接受相同时长和类似的学习活动,但所使用材料与语言思维模式无任何关联。研究发现:实验班学生的成长型二语口语思维模式倾向显著高于对照班,表明语言思维模式培养能够有效促进学生成长型二语口语思维模式,实现认知观念的重塑;实验班学生具有更高的二语交际意愿和更好的口语水平,表明将语言思维模式与英语口语课程有机融合,可提升学习者使用二语进行交际的意愿,改善学生的学业水平。研究结果可为大学英语口语教学改革提供建议和启示。

This quasi experimental study investigates the effects of language mindset intervention on participants' L2 speaking mindset, willingness to communicate, and oral proficiency. Eighty non-English major college students were randomly assigned into an experimental and control group respectively. The experimental group underwent a growth-oriented language mindset intervention in the form of reading, watching video, and discussing mindset-related materials while the control group did the same amount of reading, viewing, discussion of materials on topics other than mindset. The findings show that participants in the experimental group have a significantly higher L2 speaking mindset than those in the control class, indicating that the cultivation of language mindset can effectively facilitate the development of students' L2 speaking mindset and reshape their cognitive molds and beliefs;participants in the experimental group have higher level of L2 willing to communicate and better speaking proficiency, suggesting that the integration of language mindset training into English speaking courses can enhance learners' willingness to use English for communication and improve their speaking proficiency. Implications for pedagogy and research are also discussed.