全球英语框架下语言信念与二语动机的相关性实证研究  

An Empirical Study on the Correlations between College Students' English Language Belief and Second Language Motivation within a Framework of Global Englishes

作　　者：顾慧媛 Larisa NIKITINA Gu Huiyuan;Larisa NIKITINA

机构地区：[1]广州商学院国际交流学院,广东广州 [2]马来亚大学语言学院,吉隆坡

出　　处：《语言教育》2024年第1期44-54,共11页Language Education

摘　　要：本研究在全球英语的框架下,探索英语专业学生的英语语言信念和二语学习动机的维度,并探讨语言信念如何影响学生的二语学习动机。研究数据来自460名英语专业大学生。探索性因子分析的结果表明,学生的语言信念形成了四个不同的维度,即标准英语信念、全球英语信念、英语教育信念及中国英语信念。学生的二语动机则确定了三个维度,即国际姿态、融合定向和工具定向。回归分析的结果表明,学生的一些信念与他们的二语动机之间存在着积极的、在统计意义上有显著意义的关系。结果显示英语教育信念对学生二语动机的三个维度影响最大。研究结果具有一定的意义。首先探索性因子分析的结果支持语言信念具有不同维度的观点,并从实证角度支持全球英语概念的有效性。从教学角度看,研究结果强调了采用全球英语教学方式的必要性。Within the framework of Global Englishes,this study explores the dimensions of English language belief and second language(L2) motivation of English majors in China,and discusses how language belief affects learners' L2 motivation.The survey data were collected from 460 English majors.The results of exploratory factor analysis(EFA) show that learners' language belief has four different dimensions,namely,belief about standard English,Global Englishes,English education and China English.Three dimensions were identified within the students' L2 motivation,namely,international posture,integrative orientation and instrumental orientation.The results of regression analysis show that there exists a positive and statistically significant relation between some dimensions of students' belief and their L2 motivation.The results reveal that belief about English education has the greatest influence on the three dimensions of students' L2 motivation.The findings have certain significance.The results from EFA support the view that language belief has different dimensions,and supports the validity of the notion of Global English from an empirical perspective.From the perspective of language teaching,the findings emphasize the need of adopting Global English-oriented pedagogies.

关 键 词：全球英语 语言信念 二语学习动机 国际姿态 

分 类 号：H319[语言文字—英语]