了解EFL学习者在小组沟通任务期间沟通动态的意愿:一种独特的动力学视角
Shaojie Li1, Mengmeng Xu1, Haihua Wang1
1School of Foreign Languages, Dalian Maritime University, No. 1, Linghai Road, Dalian, Liaoning, China.
Acta psychologica
|December 2, 2024
概括
这项研究使用微型时间尺度在现实教室中检查了第二语言沟通意愿 (WTC). 调查结果显示,WTC是动态的,受个人和背景因素的影响,英语作为外语学习.
科学领域:
- 获得第二语言的学习.
- 应用语言学 应用语言学
- 复杂动态系统理论 复杂动态系统理论
背景情况:
- 之前关于第二语言沟通意愿 (L2 WTC) 的研究集中在更广泛的时间框架上.
- 在自然课堂环境中使用微时尺度测量,对单个任务中的L2 WTC动态进行了有限的研究.
研究的目的:
- 在自然课堂环境中调查L2 WTC的微层动态.
- 探索影响L2 WTC动态的因素,在中国学习英语外语 (EFL) 的人群中.
- 应用复杂动态系统理论 (CDST) 来理解微时尺度上的L2 WTC.
主要方法:
- 采用了一种使用奇特动力学视频播放软件的奇特动力学方法.
- 在一个小组沟通任务中,观察了四名中国EFL学习者的WTC动态.
- 用专题分析来确定影响因素.
主要成果:
- 学习者的L2 WTC展示了动态特征:非线性动态,对初始状态的敏感性,相互连接性,自我组织性和上下文依赖性.
- 个人因素 (语言认知,动机,情感) 和情境因素 (老师,对话者,主题,团体氛围) 影响了WTC.
- 这些因素有动态的相互作用,对学习者的WTC产生积极或负面影响.
结论:
- L2 WTC是一个复杂的,动态的过程,在课堂互动中展开微时尺度.
- 个体和上下文元素的多方面的相互作用塑造了L2 WTC的动态.
- 调查结果提供了培养L2 WTC在EFL课堂上的教学见解.
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