研究学习英语的学术弹性:本科生生态背景的生态背景
Faiza Liaqat1, Muhammad Islam2, Muhammad Umer Azim3
1Department of English Language and Literature, The University of Lahore, Lahore, Pakistan.
Frontiers in psychology
|February 13, 2025
概括
这项研究考察了巴基斯坦拉合尔大学本科L2学习者的弹性. 调查结果显示,自尊和支持等生态因素显著影响性,但Baloch学生报告了较低的性和社会支持.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 社会语言学 社会语言学
背景情况:
- 弹性对于学生的福祉和学术成功至关重要,但在巴基斯坦本科L2学习者中还没有研究过.
- 拉合尔的大学吸引了不同的语言和文化背景,创造了一个独特的学习环境.
- 布朗芬布伦纳的生态系统理论为理解对学生恢复能力的影响提供了一个框架.
研究的目的:
- 调查影响拉合尔本科L2学习者的学术性 (AR) 的因素.
- 探索生态因素 (自尊,教师/同行支持,解决问题) 在L2学习弹性中的作用.
- 为了比较拉合尔大学不同种族群体的AR和社会支持水平.
主要方法:
- 使用学生AR在英语学习量表中的定量调查,根据Bronfenbrenner的理论进行了调整.
- 收集了来自拉合尔498名各学科和不同种族背景的本科生的数据.
- 统计分析包括回归,ANOVA,描述性统计和频率计数.
主要成果:
- 生态因素,包括自尊,教师支持,同行支持和解决问题,显著预测了学术弹性.
- 与普什图语,旁遮普语,辛迪语和萨拉伊基语学生相比,巴鲁支学生在AR和社会支持的多个维度中得分较低.
- 在不同族群中观察到AR和社会支持的显著差异.
结论:
- 在多元文化背景下,生态因素在培养L2学习者的学术性方面发挥着至关重要的作用.
- 需要有针对性的干预措施和文化敏感性培训,以支持多元化的学生群体,并促进包容性学习.
- 进一步的研究应该探索文化响应式教学,以提高多语言教育环境中的弹性.
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