理想的L2自我,正念和学术浮力作为EFL学习者外国语言成就的预测因素
Jalil Fathi1, Neda Rezaei1,1, Hamed Mohammad Hosseini2
1Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran.
Perceptual and motor skills
|July 13, 2025
概括
这项研究发现,强烈的理想第二语言 (L2) 自我和正念实践可以提高学术活力,显著提高伊朗学习者的英语外语 (EFL) 成绩.
科学领域:
- 获得第二语言的学习.
- 教育心理学教育心理学
- 正念研究 研究正念研究
背景情况:
- L2动机自我系统框架强调了未来L2自我认同在动机中的作用.
- 学术活力对于学习者克服挑战和保持动力至关重要.
- 了解动机,心理和学术因素的相互作用是有效语言教学的关键.
研究的目的:
- 研究理想的L2自我,正念,学术浮力和外语成就 (FLA) 之间的关系.
- 检查在EFL学习背景下学术活力的调解作用.
- 为增强语言学习策略提供见解.
主要方法:
- 使用结构方程建模 (SEM) 分析了来自伊朗347名中级EFL学习者的数据.
- 量化分析评估了研究变量之间的直接和间接影响.
- 统计建模确定了影响外语成绩的重要途径.
主要成果:
- 理想的L2自我直接和积极地影响了FLA,与L2动机自我系统保持一致.
- 正念通过学术勃发展间接影响了FLA,没有显示出直接显著的影响.
- 学术活力显著调解了理想的L2自我和与FLA的正念之间的关系.
结论:
- 培养一个强大的理想L2自我和整合正念实践可以增强学术活力.
- 学术活力充当了关键的调解者,提高了弹性和语言学习成果.
- 这些发现强调了EFL教育中的弹性建设和激励策略的重要性.
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