在芬兰验证语言思维库:对高等教育学生语言学习思维的研究
Matthew Billington1, Sonja Laine1, Kirsi Tirri1
1Department of Education, University of Helsinki, Helsinki, Finland.
Frontiers in psychology
|August 29, 2025
概括
这项研究证实了芬兰的语言思维方式 (LMI) 清单,发现语言思维方式比一般智力信仰更为以发展为导向. 这些LMI分级是不同的,不应结合在一起.
科学领域:
- 教育心理学
- 获取第二语言
- 思想理论
背景情况:
- 思想研究已经扩展到学习领域,包括外语/第二语言 (L2) 学习.
- 很少有研究考察了欧洲的语言思维方式,而语言思维方式清单 (LMI) 在北美和亚洲以外缺乏验证.
- 这项研究探讨了在欧洲范围内对L2思维模式的研究和仪器验证的需求.
研究的目的:
- 在芬兰高等教育中验证语言思维模式 (LMI) 清单.
- 通过确认和层次因素分析来评估LMI的构造有效性.
- 检查学生语言思维的方向 (固定与增长) 以及它们与关于智力和天赋的信念的关系.
主要方法:
- 在芬兰南部向300多名大学学生提供LMI课程.
- 使用确认因素分析 (CFA) 和层次因素分析 (HFA) 来评估构造的有效性.
- 分析LMI数据以确定语言思维方式和与一般智力信念的相关性.
主要成果:
- LMI的三个分级 (一般语言,L2和年龄敏感的信念) 代表着不同的构造,由固定 (实体) 和增长 (增量) 的思维分层.
- 学生表现出更多以成长为导向的语言思维与他们对一般智慧和天赋的思维相比.
- 通过增量LMI项目而不是实体 (固定) 项目来衡量语言思维方式更为以增长为导向.
结论:
- 在芬兰高等教育中,LMI是评估语言思维的有效工具.
- 由于测量构造的不同性质,LMI分级得分不应结合.
- 需要进一步的研究来了解为什么实体和增量思维项目在思维强度方面产生不同的结果.
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