混合式教学模式下的二语动机干预研究  

A study of L2 motivational intervention in blended teaching settings

作　　者：端义镭[1] DUAN Yilei

机构地区：[1]金陵科技学院外国语学院

出　　处：《外语教育研究前沿》2020年第4期49-56,91,92,共10页Foreign Language Education in China

基　　金：江苏省现代教育技术研究2019年度立项课题“基于‘产出导向法’的大学英语混合式教学研究设计与应用研究”(项目编号:2019-R-68842);江苏省社会科学基金一般项目“‘生态给养’视域下江苏应用型大学英语学习环境设计研究”(项目编号:17YYB011)的阶段性成果。

摘　　要：本文汇报一项课堂动机干预准实验研究。研究选取两个大学英语听说班,分别在混合式教学模式和传统教学模式下进行动机干预,另外两个班不进行动机干预,但一个班采用混合式教学模式,另一个班采用传统教学模式。动机干预包含理想二语自我提升和定向动机流激励,后者在“产出导向法”教学中实现。结果显示,动机干预可显著提升学生的理想二语自我和学习努力程度,混合式教学对提升学习努力程度也有一定作用,两者结合效果更佳。尽管并非所有学生都能产生定向动机流,但以激发动机流为目标的动机干预对增强学生的二语学习动机是很有效的。This paper reports a quasi-experimental study of classroom motivational intervention.The study selects two College English listening and speaking classes where motivational intervention is conducted in blended and traditional teaching settings respectively.No intervention is carried out in another two classes,but one adopts blended teaching and the other traditional teaching.The motivational intervention consists of elevating ideal L2 self and triggering directed motivational currents(DMCs),the latter achieved through POA teaching.The results show that the motivational intervention can significantly elevate the students’ideal L2 self and strengthen their learning efforts.The blended teaching also helps strengthen learning efforts.The combination of the two can play an even bigger role.Although not all the students can experience DMCs,the motivational intervention intended to trigger DMCs can effectively enhance the students’L2 learning motivation.

关 键 词：二语动机自我系统 定向动机流 产出导向法 混合式教学 动机干预 

分 类 号：H319[语言文字—英语]