本研究使用CiteSpace软件,对2003—2022年Web of Science核心合集数据库收录的1397篇课外语言学习研究文献进行了可视化分析。研究结果表明:自2018年以来,国际课外语言学习研究处于快速增长期;我国高校在发文数量上名列前茅;在共被引网...本研究使用CiteSpace软件,对2003—2022年Web of Science核心合集数据库收录的1397篇课外语言学习研究文献进行了可视化分析。研究结果表明:自2018年以来,国际课外语言学习研究处于快速增长期;我国高校在发文数量上名列前茅;在共被引网络中,专著Teaching and Researching:Autonomy in Language Learning(Benson 2013)的突现强度最高,是本领域最有影响力的文献;计算机中介交流和数字素养是突现时间最长的关键词,也是近年来国际课外语言学习研究的主要方向。本研究认为,课外语言学习在突破外语课堂教学的局限性方面具有突出优势,中国学者应积极回应数字化语言学习带来的挑战,开展具有中国特色的课外语言学习实证研究。展开更多
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
文摘本研究使用CiteSpace软件,对2003—2022年Web of Science核心合集数据库收录的1397篇课外语言学习研究文献进行了可视化分析。研究结果表明:自2018年以来,国际课外语言学习研究处于快速增长期;我国高校在发文数量上名列前茅;在共被引网络中,专著Teaching and Researching:Autonomy in Language Learning(Benson 2013)的突现强度最高,是本领域最有影响力的文献;计算机中介交流和数字素养是突现时间最长的关键词,也是近年来国际课外语言学习研究的主要方向。本研究认为,课外语言学习在突破外语课堂教学的局限性方面具有突出优势,中国学者应积极回应数字化语言学习带来的挑战,开展具有中国特色的课外语言学习实证研究。
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.
