本研究基于二语动机自我系统理论,通过问卷调查对60名不同水平的高中英语学习者二语动机进行比较,以揭示高低水平英语学习者的移动辅助语言学习动机,以及相关动机与学习成效之间的关系。本研究主要发现:(1) 应该二语自我,尤其是父母的期...本研究基于二语动机自我系统理论,通过问卷调查对60名不同水平的高中英语学习者二语动机进行比较,以揭示高低水平英语学习者的移动辅助语言学习动机,以及相关动机与学习成效之间的关系。本研究主要发现:(1) 应该二语自我,尤其是父母的期望,在中国高低水平英语学习者的移动学习中均发挥了重要作用;(2) 低水平学习者的部分学习动机甚至略高于高水平学习者;(3) 学习动机是学习努力和学习结果之间的中介变量。高水平学习者更有可能将学习动机转化为预期努力,从而获得更理想的移动语言学习成果。上述结果进一步说明,动机并不是移动辅助语言学习的唯一决定性因素,教师和应用开发者应充分考虑学生的各种动机特点,进一步将学生的二语动机转化为真正的行动。Based on the L2 Motivational Self System theory, this study uses a questionnaire to compare the second language motivation of 60 high school English learners at different proficiency levels. The study reveals the mobile-assisted language learning motivation of advanced and less advanced proficiency learners, as well as the relationship between motivation and learning outcomes. The main findings of this study are as follows: (1) The ought-to-self, especially parental expectations, plays an important role in the mobile learning of advanced and less advanced mobile assisted language learners in China;(2) Some less advanced learners’ L2 motivation is even slightly higher than the advanced learners’;(3) Learning motivation serves as a mediating variable between learning effort and learning outcomes. Advanced learners are more likely to translate their motivation into intended effort, thus achieving more desirable outcomes in mobile assisted language learning. Those results further indicate that motivation is not the only decisive factor in mobile-assisted language learning. Teachers and application designers should fully consider students’ diverse motivation factors, and further investigate how to translate learners’ L2 motivation into real effort.展开更多
文摘本研究基于二语动机自我系统理论,通过问卷调查对60名不同水平的高中英语学习者二语动机进行比较,以揭示高低水平英语学习者的移动辅助语言学习动机,以及相关动机与学习成效之间的关系。本研究主要发现:(1) 应该二语自我,尤其是父母的期望,在中国高低水平英语学习者的移动学习中均发挥了重要作用;(2) 低水平学习者的部分学习动机甚至略高于高水平学习者;(3) 学习动机是学习努力和学习结果之间的中介变量。高水平学习者更有可能将学习动机转化为预期努力,从而获得更理想的移动语言学习成果。上述结果进一步说明,动机并不是移动辅助语言学习的唯一决定性因素,教师和应用开发者应充分考虑学生的各种动机特点,进一步将学生的二语动机转化为真正的行动。Based on the L2 Motivational Self System theory, this study uses a questionnaire to compare the second language motivation of 60 high school English learners at different proficiency levels. The study reveals the mobile-assisted language learning motivation of advanced and less advanced proficiency learners, as well as the relationship between motivation and learning outcomes. The main findings of this study are as follows: (1) The ought-to-self, especially parental expectations, plays an important role in the mobile learning of advanced and less advanced mobile assisted language learners in China;(2) Some less advanced learners’ L2 motivation is even slightly higher than the advanced learners’;(3) Learning motivation serves as a mediating variable between learning effort and learning outcomes. Advanced learners are more likely to translate their motivation into intended effort, thus achieving more desirable outcomes in mobile assisted language learning. Those results further indicate that motivation is not the only decisive factor in mobile-assisted language learning. Teachers and application designers should fully consider students’ diverse motivation factors, and further investigate how to translate learners’ L2 motivation into real effort.
