摘要
本研究对50名英语专业本科学生进行了为期两年的跟踪调查,旨在揭示其二语动机自我系统的变化情况。研究发现,学生的二语动机自我系统水平和学习努力程度不断变化,同时它们之间的关系也在改变。在低年级阶段,应该二语自我与理想二语自我和二语学习体验都不相关,并阻碍两者动机效应的发挥,学生努力学习主要是出于安全需求;进入三年级后,应该二语自我与理想二语自我融合,它们又与二语学习体验关联,三者共同发挥动机效应,学生努力学习是发展和安全需求双重作用的结果。
Based on the longitudinal questionnaire data collected from 50 English majors within two years, this study intended to investigate the developmental pattern of their L2 motivational self system. The results showed that the level of the L2 motivational self system and the learning effort constantly fluctuated and that changes occured in their relations too. In the freshman and sophomore years, the ought-to L2 self did not correlate with the ideal L2 self or the L2 learning experience and hindered. the motivational impact of the two variables. The students’ learning effort was mainly a result of safety need. In the junior year, however, the ought-to L2 self and the ideal L2 self became correlated and they were further connected with the L2 learning experience. The three variables jointly exerted their motivational power, and the students’ learning effort were driven by both advancement and safety need.
作者
端义镭
张结根
DUAN Yilei;ZHANG Jiegen
出处
《外语教育研究前沿》
CSSCI
2018年第4期34-40,91,共8页
Foreign Language Education in China
基金
江苏高校哲学社会科学研究基金项目"动态系统理论视域下的中国大学生二语动机发展与激励研究"(项目编号:2017SJB0494)
江苏省社会科学基金一般项目"‘生态给养’视域下江苏应用型大学英语学习环境设计研究"(项目编号:17YYB011)
金陵科技学院校级教育教改研究课题"混合式教学模式下的二语动机干预研究"(项目编号:JYJG2017-36)的阶段性成果
