文献类型：期刊文献

中文题名：大学生二语课堂目标结构感知、二语自我和动机行为的关系研究

英文题名：A structural Analysis of College Students' Perception of L2 Classroom Goals,L2 Selves and Motivational Learning Behavior

作者：韦晓保[1,2]

机构：[1]华东理工大学外国语学院;[2]南京师范大学外国语学院博士后流动站

年份：2014

期号：6

起止页码：74

中文期刊名：外语与外语教学

外文期刊名：Foreign Languages and Their Teaching

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2011】；CSSCI:【CSSCI2014_2016】；

基金：2014年度华东理工大学基本科研业务费研究专项基金(项目编号:WS1424002)阶段性成果

语种：中文

中文关键词：二语课堂目标结构;二语动机自我系统;动机行为;结构方程模型

外文关键词：L2 classroom goal structures; L2 motivationalself system; motivated behavior; structural equation mod-eling

摘要：本研究通过对365名非英语专业大一学生进行问卷调查,探究了中国大学生二语课堂目标结构感知对其二语动机自我系统构建及其动机行为的影响。研究运用结构方程模型(AMOS17.0)对假设模型进行了分析。拟合优度标准表明,模型与数据拟合良好,结构模型可以接受。研究发现,(1)掌握目标课堂对理想二语自我、应该二语自我和学习经历都有着显著的正向预测作用;表现目标课堂只对应该二语自我产生了显著的正面影响,对理想二语自我和学习经历均产生了显著的负面效应。(2)理想二语自我和学习经历能激发学生更加努力、更加投入地学习英语;应该二语自我对学生二语学习动机行为几乎没有什么影响。(3)掌握目标课堂对学生动机行为的影响要优于表现目标课堂,二语动机自我系统在其中发挥着重要的调节作用。研究发现对如何构建有效的大学英语课堂环境有着重要的启发。
The present study, through a questionnaire sur- vey among 365 non-English freshmen, probed into the re- lations among Chinese college students＇ perceptions of L2 classroom goal structures, L2 motivational self system and motivated behavior to learn English. Using AMOS Ver- sion 17.0, the study ran structured equation modeling to analyze the proposed model. Based on several goodness- of-fit criteria, the study results confirmed the validity of the anticipated construct. It was found that mastery-orien- ted classroom goal structure could positively predict the construction of three dimensions of L2 motivational self system （ ideal L2 self, ought-to L2 self, L2 learning expe- rience） ,while performance-oriented classroom goal struc- ture only had the positive effects on the construction of ought-to L2 self,but had the negative effects on the con- struction of both ideal L2 self and L2 learning experience; ideal L2 self and L2 learning experience could stimulate the students for greater efforts to learn English than ought- to L2 self could; the impact from mastery-oriented class- room goal structure on motivated behavior was stronger than that of performance-oriented classroom goal struc- ture, with L2 motivational self system playing a signifi- cant mediating role. The results have the inspiration sig- nificance to the construction of effective classroom envi- ronments for college English teaching.