内隐智力观对英语写作学习动机和学习者对教师反馈态度的预测  

The Prediction of Implicit Intelligence Theories on English Writing Learners’Motivation and Their Teacher Feedback Orientation

作　　者：姜蕾[1] 满昊 邱楚凡 JIANG Lei;MAN Hao;QIU Chu

机构地区：[1]东北大学外国语学院,辽宁沈阳

出　　处：《语言教育》2021年第3期33-39,共7页Language Education

基　　金：教育部考试中心-英国文化教育协会英语测评科研课题“Investigating critical discourse features across dfferent proficiency levels of CSE”(项目编号:MOE-BC2012);2020年东北大学PBL教学法研究与应用项目“基于PBL的多元学习成就评价机制研究”(项目编号:NEUJX04210);2020年度东北大学研究生教育研究立项“研究生英语论文写作能力培养模式研究”(项目编号:NEUYJ2002)的阶段性研究成果。

摘　　要：本文基于Dweck的智力内隐理论,以329名中国高校英语学习者为研究对象,使用问卷调查的研究方法,旨在探索发现中国高校学生的内隐智力观对英语写作学习动机和对教师反馈态度的预测力。研究发现,他们的内隐智力观显著预测了英语写作学习动机(F=34.114,p<.01),智力增长观与英语写作学习动机呈显著正相关,显著预测了教师反馈寻求倾向(F=24.380,p<.01),智力实体观与英语写作学习动机呈显著负相关,显著预测了教师反馈逃避倾向(F=15.621,p<.01);英语写作学习动机与教师反馈寻求倾向呈中度正相关(r=.382,p<.01),与教师反馈逃避倾向呈低度负相关(r=.173,p<.01)。对比研究发现,不同英语水平学生的内隐智力观、英语写作学习动机和对教师书面反馈的态度之间存在差异。研究结果表明内隐智力观可以为二语写作学习中学习者缺乏学习动机和忽视教师反馈提供解释依据。Based on Dweck’s implicit intelligence theories,this paper employed questionnaires to explore how implicit intelligence theories predict English writing learners’motivation and their teacher feedback orientation with 329 college students as the research subject.It found that implicit intelligence theories predicted learners’motivation significantly(F=34.114,p<.01),among which the incremental theory of intelligence positively correlated with learning motivation significantly and was a significant predictor of students'feedback seeking orientation(F=24.38,p<.01),while the entity theory of intelligence negatively correlated with learning motivation significantly and was a significant predictor of their feedback avoiding orientation(F=l5.621,p<.01).Learning motivation positively correlated with the participants5 feedback seeking orientation(r=.382,p<.01),but negatively correlated with their feedback avoiding orientation(r=-.173,p<.01).The comparative study showed that differences of implicit intelligence theories,motivation and feedback orientation significantly existed among learners of different English proficiency.Results show that implicit intelligence theories can provide explanation for the lack of learners’learning motivation and their neglect of teacher feedback while learning second language writing.

关 键 词：内隐智力观 英语写作 学习动机 反馈倾向 

分 类 号：H319[语言文字—英语]