二语词汇学习的动机策略发展研究——动机的动态视角  

Development of motivational strategies in L2 vocabulary learning:A dynamic motivational perspective

作　　者：马蓉[1] 秦晓晴[2] 

机构地区：[1]北方民族大学外国语学院,宁夏银川750021 [2]华中师范大学外国语学院,湖北武汉430079

出　　处：《外语界》2016年第1期27-35,共9页Foreign Language World

基　　金：国家社科基金项目"大学生英语学术文献阅读与引用能力的发展及影响因素研究"(编号13BYY086)的阶段性成果

摘　　要：本研究从动态视角探讨了二语词汇学习的动机策略发展及其与词汇知识之间的关系。研究采用Tseng&Schmitt(2008)的二语词汇学习动机策略调查问卷和词汇知识测试卷,对281名非英语专业一年级和二年级本科生进行调查和测试,并使用结构方程模型方法分析数据。结果发现:(1)受试在词汇学习的行动前、行动中和行动后阶段的动机策略分别发挥选择、执行和反思3种作用,且存在不同程度的负向特征;(2)3个阶段的动机策略特征主要受年级因素的影响,二年级学生在学习焦虑等6个变量上的均值显著低于一年级学生;(3)在动机策略的发展中,词汇学习经验的初始评价通过自我调控、策略学习和策略使用对词汇知识产生积极影响,词汇知识又通过词汇学习效果的事后评价对初始评价产生积极影响,而且这种循环关系不受年级、专业和性别因素的影响。This study, from a dynamic motivational perspective, examines the development of motivational strategies in L2 vocabulary learning and its relationship with vocabulary knowledge. It conducts a survey among 281 non-English major freshmen and sophomores with the questionnaire and vocabulary test（ Tseng ＆ Schmitt 2008） , and analyzes the data collected through structural equation modeling. The findings are as follows ： （ 1 ） the motivational strategies employed by the subjects in pre-action, action and post-action of vocabulary learning play roles of choosing, execution and retrospection respectively; （2） the traits of motivational strategies are mainly influenced by the variable grade, and the sophomores perform significantly worse than the freshmen in terms of 6 strategies such as alleviating learning anxiety ; （3） the initial appraisal of vocabulary learning experience has positive impacts on vocabulary knowledge via self-regulation, strategy learning and mastery of learning tactics, vocabulary knowledge has positive impacts on the initial appraisal via the post-appraisal of the effectiveness of vocabulary learning, and the cyclic process is influenced neither by grade, nor by major and gender.

关 键 词：词汇学习 动机 动机策略 词汇知识 

分 类 号：H319[语言文字—英语]