POA模式对二语动机自我系统及交际意愿的影响  

Effect of POA-based Intensive Reading Class on L2MSS and WTC among English Majors

作　　者：李池利[1] 周楚佳 LI Chili;ZHOU Chujia(School of Foreign Languages,Hubei Univ.of Tech.,Wuhan 430068,China)

机构地区：[1]湖北工业大学外国语学院,湖北武汉430068

出　　处：《湖北工业大学学报》2020年第6期76-81,共6页Journal of Hubei University of Technology

基　　金：全国高校外语教学科研项目(2019HB0064A);湖北省教育厅人文社会科学研究项目(18Y067);湖北工业大学人文社科项目(2018SW0303,2017SW0305);湖北工业大学教学研究项目(校2018025)。

摘　　要：通过问卷调查及半结构式访谈,采用独立样本T检验和皮尔逊相关性分析,探究精读课堂POA模式对英语专业学生二语动机自我系统与交际意愿及其二者相关性的影响情况。研究发现:1)POA模式对二语动机自我系统有显著影响,其中对"应该二语自我"的影响最为明显;2)POA模式对交际意愿无显著性影响;3)POA模式下,二语动机自我系统与交际意愿相关性明显增强,其中与"阅读交际意愿"和"听力交际意愿"的相关性最为显著。这些结果在访谈数据中也得到了印证。Through questionnaire survey and semi-structured interviews,this study,adopting independent sample T-test and Pearson correlation analysis,investigates the influence of POA-based Intensive Reading class on English majors’L2 motivational self system(L2 MSS)and willingness to communication(WTC)as well as their correlation.The findings reveal that:(1)the POA-based Intensive Reading class has a significant impact on L2 motivational self,and the most significant impact on ought-to L2 self;(2)the POAbased Intensive Reading class has no significant influence on willingness to communication;(3)the correlation between L2 motivational self system and willingness to communication increases obviously,among which the correlation between L2 motivational self system and communicative willingness of reading and communicative willingness of listening is the most significant.These results are also supported by the interviews.This study will provide useful reference for POA teaching practice and have positive implication for English teachers’design of classroom activities.

关 键 词：英语专业精读课堂POA模式 二语动机自我系统 交际意愿 

分 类 号：H319[语言文字—英语]