中国大学学生的外语阅读自我效能和阅读策略使用的发展轨迹和相互关系
1School of Foreign Languages, China University of Geosciences (Wuhan), Wuhan, China.
Frontiers in psychology
|April 28, 2025
概括
外国语言阅读自我效能和战略使用在英语作为外语 (EFL) 的学生显示出一个动态的关系. 策略使用对自我效能产生了积极的影响,而不是相反,这表明有针对性的培训对L2阅读发展有好处.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 应用语言学 应用语言学
背景情况:
- 外语阅读的自我效能和使用策略对于L2学习至关重要.
- 对这些变量之间的动态相互作用的纵向研究是有限的.
- 了解发展轨迹是有效的L2教学的关键.
研究的目的:
- 研究中国EFL学生的外语阅读自我效能和战略使用的发展轨迹.
- 在一个学年内检查这两个构造之间的相互预测关系.
- 通过混合方法的方法来探索个体变化和影响因素.
主要方法:
- 一项纵向混合方法研究,涉及293名中国本科EFL学生.
- 在五个时间点收集的数据使用并行潜伏增长模型,交叉滞后分析和半结构面试.
- 进行定量和定性分析,以捕捉发育模式和潜在原因.
主要成果:
- 阅读自我有效性表现出波动的模式 (增加-下降-增加),具有显著的个体差异.
- 阅读策略的使用随着时间的推移而持续增加,初始水平有显著的个体差异.
- 发现了一种双向关系,战略使用更强烈地预测了自我效能,而不是相反.
结论:
- 外国语言阅读自我效能和使用策略在整个L2学习过程中相互影响.
- 阅读策略的使用似乎是自我效能发展的更强有力的驱动力.
- 在阅读课程中,EFL教育工作者应将自我效能培养指导和战略培训纳入阅读课程中.
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