不同汉语水平留学生二语动机自我系统、国际姿态与努力程度关系差异研究——在滇东南亚南亚学习者的多群组结构方程模型分析  

Differences in the Relationships between the L2 Motivational Self System,International Posture and Intended Effort among International Students with Different Chinese Proficiencies:A Multi-group SEM Analysis of Southeast and South Asian Learners in Yunnan

作　　者：马明珠 李丽生[2] MA Ningzhu;LI Lisheng(Beijing Language and Culture University,Beijing 100083,China;School of Foreign Languages and Literature,Yunnan Normal University,Kunming 650500,China)

机构地区：[1]北京语言大学国际学生教育政策与评价研究院,北京100083 [2]云南师范大学外国语学院,云南昆明650500

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2020年第2期1-9,共9页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：云南师范大学博士科研启动项目“云南高校南亚东南亚留学生汉语二语动机自我系统、国际姿态与自我效能关系研究”(XJBS2018122013);云南师范大学研究生科研创新基金项目“南亚东南亚在滇留学生汉语二语自我系统、国际姿态和努力程度关系研究”(YJS2018082)。

摘　　要：文章以二语动机自我系统理论与国际姿态概念为理论框架,以结构方程模型(SEM)中多群组分析方法为手段,通过对云南省4所高校大一到大四共330名南亚东南亚汉语专业留学生进行问卷调查,考察了不同汉语水平等级(初级、中级、高级)留学生的汉语学习动机和努力程度关系的差异性。二语动机自我系统理论与国际姿态概念适用于不同汉语水平的东南亚南亚留学生群体,且二者与该群体汉语学习努力程度的影响关系不同;低水平组留学生的应该自我对其国际姿态和努力程度具有显著的预测作用,中等水平组留学生的理想自我与学习经验显著影响其国际姿态,高水平组留学生的理想自我对国际姿态具有显著影响。Based on the Second Language Motivational Self System(L2MSS)and international posture,this study explored the differences in the relationships between L2MSS,international posture and intended effort among Southeast and South Asian students in Yunnan who were from freshmen to seniors with different Chinese proficiency levels(low,middle and high proficiency levels).330 international students from four universities in Yunnan province participated in a questionnaire survey,and the main analysis method was the multi-group structural equation modeling(SEM).The results revealed that L2MSS and international posture could be applied to Southeast and South Asian international students with different Chinese proficiencies,and they differed from the intended effort in terms of the effect on international students’L2 Chinese learning.The ought-to L2 self of the students in the low-proficiency group was a strong predictor of their international posture and intended effort.The ideal L2 self and L2 learning experience of the students in the intermediate-proficiency group exerted a significant influence on their international posture,while the students’ideal L2 self of the high-proficiency group had significant effect on their international posture.

关 键 词：二语动机自我系统(L2MSS) 国际姿态 努力程度 理想自我 学习经验 

分 类 号：H195[语言文字—汉语]