在不同的L2写作任务下,CSL学生的动机和焦虑之间的相互作用:来自越南大学学生的证据
Cong Wang1, Sida Zhu2, Haijing Zhang1
1Department of Chinese Language Studies, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China.
Frontiers in psychology
|December 11, 2023
概括
任务动机和焦虑在第二语言 (L2) 学习中相互作用. 较高的自主性可以提高动机,而高焦虑会降低动机,尤其对能力较低的学习者来说.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
背景情况:
- 任务动机对于减少焦虑和提高第二语言 (L2) 学习效率至关重要.
- 任务动机与焦虑 (单向与双向) 之间的关系的确切性质及其潜在机制仍未得到充分研究.
研究的目的:
- 在L2学习的背景下,研究任务动机和焦虑之间的复杂相互作用.
- 探索自治和语言能力如何影响这种关系.
主要方法:
- 采用混合方法方法,将定量和定性研究结合起来.
- 参与了229名越南大学生在三个L2写作任务组:自由选择 (FC),有限选择 (LC) 和没有选择 (NC).
- 对32名参与者进行了半结构化采访.
主要成果:
- 定量发现表明,自主性和任务动机之间存在正相关性.
- 发现高任务焦虑会降低任务动机,并引入其他焦虑因素.
- 定性分析显示,虽然一些负面因素可以引发较低的任务焦虑,但熟练程度水平显著减轻了焦虑的体验.
结论:
- 任务动机和焦虑表现出双向交互,受学习者自主性和熟练度的影响.
- 具有较高的中文语言能力和认知能力的学习者将焦虑视为学习机会,而具有较低水平的学习者则面临更大的挑战和信心下降.
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