学习投入对二语能力的多重效应研究

Multiple effects of learner engagement on L2 competence

本研究从复杂动态系统理论出发,采用个体中心研究路径,考察学习投入三个子维度的交互模式及其对二语写作能力和思辨能力的影响。研究发现:1)学习者的情感投入、认知投入和行为投入呈现高-高-高、中-高-高、中-中-中和低-低-低4种交互模式,其中认知投入和行为投入保持协同一致,情感投入展现出其独特性;2)学习投入效应在写作能力和思辨能力上均有显著性;3)在写作能力方面,不同学习投入模式对作文长度和语言表达产生显著影响,对内容和结构的影响不明显;4)在思辨能力方面,不同学习投入模式对相关性、精确性和逻辑性产生影响,对清晰性和深刻性的影响不明显。本研究从语言和思维两方面揭示了学习投入在二语习得中的作用机制问题,为实施教学干预提供了参考。

Informed by Complex Dynamic Systems Theory and a person-centered approach,this study examines the interaction patterns of the sub-dimensions of learner engagement and their effects on second language(L2)writing ability and critical thinking.The following findings are derived.1)Learners exhibit four interaction patterns of affective,cognitive,and behavioral engagement(high-high-high,medium-high-high,medium-medium-medium,and low-low-low),with consistent cognitive and behavioral engagement and affective engagement displaying distinct characteristics.2)Learner engagement has a significant impact on both writing ability and critical thinking.3)In terms of writing ability,different engagement patterns have significantly different effects on length and language expression but a less pronounced effect on content and structure.4)Regarding critical thinking,different engagement patterns affect relevance,accuracy and logic,but have a limited impact on clarity and depth.This study sheds light on the mechanisms underlying learner engagement in L2 acquisition from both the linguistic and cognitive perspectives,thereby offering valuable insights into the design and implementation of instructional interventions.