第二语言学习中的影响和含义:来自乌克兰英语学习者的调查数据
Gavin Austin1, Andriy Yanovych1
1University of Southern Queensland, Ipswich campus, 11 Salisbury Rd, Ipswich, QLD, 4305, Australia.
Data in brief
|February 8, 2024
概括
本研究介绍了关于第二语言学习的数据集,重点关注乌克兰英语学习者之间的同行支持,外语焦虑和沟通意愿. 这些数据允许探索L2学习中的这些关键因素之间的关系.
科学领域:
- 心理语言学 心理语言学
- 获得第二语言 (SLA)
背景情况:
- 情感和情感因素显著影响第二语言 (L2) 学习.
- 了解同行支持,外语焦虑和沟通意愿之间的相互作用对于L2教学至关重要.
研究的目的:
- 提出一个新的数据集,包括L2学习者的情感和情感变量.
- 促进对同行支持 (PS),外语焦虑 (FLA) 和沟通意愿 (WTC) 在英语学习中的关系的研究.
主要方法:
- 对387名乌克兰成年英语学习者进行了在线调查.
- 数据收集涉及22个利克特类项目 (1=强烈不同意,5=强烈同意),人口统计信息 (性别,年龄) 和开放式答案.
主要成果:
- 数据集包含了对调查项目的定量响应和一个开放问题的定性数据.
- 收集的数据可以调查PS,FLA和WTC之间的相关性和潜在因果关系.
结论:
- 这一数据集为研究L2学习复杂动态的研究人员提供了宝贵的资源.
- 进一步分析可以阐明情感和情感因素如何影响学习者的沟通行为和整体成功.
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