中国遗产语言动机:在多元文化背景下研究动机发展
1Department of Modern and Classical Langauges, University of Houston, Houston, TX, United States.
Frontiers in psychology
|November 13, 2024
概括
中国遗产语言 (CHL) 学习者的动机是由理想的L2自我和课堂体验驱动的. 社会文化背景和学习者互动塑造身份和学习努力.
科学领域:
- 获得第二语言的学习.
- 社会语言学 社会语言学
- 教育心理学教育心理学
背景情况:
- 中国传统语言 (CHL) 学习者具有不同的语言背景和动机.
- 了解CHL学习者的动机对于有效的教学方法至关重要.
- 遗产语言教育需要对学习者的身份和背景有细微的见解.
研究的目的:
- 调查影响中国遗产语言 (CHL) 学习者在大学中文课程的入学和坚持的激励因素.
- 探索学习经验和社会文化背景如何影响CHL学习者的动机和身份发展.
- 确定学习者L2自导和他们预期的学习努力之间的关系.
主要方法:
- 混合方法研究设计,结合调查和个人访谈.
- 对调查数据进行定量分析,以确定动机因素与理想的L2自我之间的相关性.
- 对面试数据进行定性分析,以探索社会文化背景,学习者与环境的互动以及身份的相互作用.
主要成果:
- 五个关键的激励因素与理想的L2自我有显著的相关性,作为激励.
- 理想的L2自我是预期学习努力的最强有力的预测因素,通过积极的态度进行调解.
- 课堂体验也显著预测了预期的学习努力.
- 社会文化背景和学习者与环境的相互作用动态地影响了动机,身份重建和未来的自我指导.
- 反应该的L2自我是从情境互动中出现的,推动了可能自我的发展.
结论:
- 理想的L2自我和积极的态度对于CHL学习者的动机和努力至关重要.
- 课堂环境在培养动机方面发挥着重要作用.
- 作为"中国人"的学习者身份是通过社会文化参与和学习经验动态构建的.
- 了解内部L2自导和外部环境之间的相互作用是支持遗产语言学习的关键.
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