埃及汉语学习者二语动机自我系统与学习策略使用的关系研究  

A Study on the Relationship between Motivation Self System and Learning Strategy Use of Egyptian Chinese Learners

作　　者：王亚敏 刘露蔓 WANG Yamin;LIU Luman

机构地区：[1]北京大学对外汉语教育学院 [2]北京师范大学汉语文化学院

出　　处：《国际汉语教学研究》2021年第4期66-75,共10页Journal of International Chinese Teaching

基　　金：埃及开罗大学孔子学院对外汉语“数字化”教学改革项目(KDKY2019002)的资助。

摘　　要：本文以二语动机自我系统理论为基础,探讨了埃及汉语学习者二语动机自我系统与学习策略之间的深层关系。结果表明,埃及汉语学习者:(1)学习动机主要来源于理想二语自我和二语学习经历;(2)学习策略使用以间接策略为主,直接策略为辅,元认知和社交策略占据主导地位;(3)二语学习经历和理想二语自我对学习策略的预测力大于应该二语自我;(4)二语学习经历在理想二语自我与学习策略之间还发挥着中介效应作用。以上结论启示我们在汉语教学中应该注重学习者二语动机自我系统的培养,通过建设融洽积极的课堂环境、增强教师督导和学习策略的培训,帮助学习者塑造理想的自我形象,从而推进认知、情感、动机、社会“四位一体”的全人化汉语教学的进程。Based on the theory of L2 motivational self-system,this paper explores the deep relationship between L2 motivational selfsystem and learning strategies of Egyptian Chinese learners.The results show that:(1)learning motivation mainly comes from ideal L2 self and L2 learning experience;(2)the use of learning strategy is biased,indirect strategy is the main meanwhile direct strategy is the auxiliary,and meta-cognitive strategy and social strategy occupy the leading position;(3)L2 learning experience and ideal L2 self have more signifi cant infl uence on learning strategy than ought-to L2 self;(4)L2 learning experience plays an mediating role between ideal L2 self and learning strategy.The above results suggest that we should pay attention to the cultivation of L2 motivational self-system in Chinese teaching.Through the construction of a harmonious and active classroom environment,the enhancement of teacher supervision and learning strategy training,we can help students to shape an ideal self-image,so as to promote the process of all-around Chinese teaching,which integrates cognition,emotion,motivation and society.

关 键 词：二语动机自我系统 学习策略 埃及汉语学习者 层级回归 中介效应 

分 类 号：H195.3[语言文字—汉语]