L2中文写作能力的动态进化机制:对写作焦虑,动机和元认知的多因素相互作用效应研究
1University International College (UIC), Macau University of Science and Technology, Macau, 999078, China.
Acta psychologica
|October 29, 2025
概括
写作焦虑,动机和元认知在第二语言 (L2) 中文写作中具有动态的相互作用. 这些因素形成了一个相互依赖的系统,随着能力的发展而发展,需要量身定制的教学策略.
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:
- 写作焦虑,学习动机和元认知意识对于L2写作至关重要.
- 它们在L2中文书写中的动态相互作用仍然未被充分探索.
- 了解这些因素的演变是有效教学的关键.
研究的目的:
- 研究L2中文写作能力的动态进化机制.
- 检查写作焦虑,学习动机和元认知意识之间的相互作用.
- 为了确定这些心理因素如何影响随着时间的推移写作发展.
主要方法:
- 纵向混合方法设计 (8个月) 与120名国际汉语学习者.
- 多级建模,结构方程建模和非线性动态系统分析.
- 集群和不连续性分析以确定增长轨迹和关键值.
主要成果:
- 心理因素形成了一个相互依赖的系统,具有重要的相互作用,随着熟练度的增强而加强.
- 确定了一个关键的过渡点,即综合因素的影响超过了个人贡献.
- 因素的作用因熟练程度而异:对于初学者来说,焦虑是关键,而对于高级学习者来说,三向互动占主导地位.
结论:
- 通过基于系统的方法最好理解L2写作开发,强调多因素的互动性.
- 定制的教学策略是必不可少的:初学者的焦虑管理和高级学习者的超认知培训.
- 心理因素是正在发展的L2写作系统的动态交织的组成部分,而不是静态的特征.
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