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作 者:徐锦芬[1] 杨嘉琪 XU Jinfen;YANG Jiaqi(Huazhong University of Science and Technology)
机构地区:[1]华中科技大学
出 处:《现代外语》2024年第4期503-515,共13页Modern Foreign Languages
基 金:国家社科基金重点项目“教育生态视角下我国大学生英语学习多元互动研究”(20AYY015)的阶段性成果。
摘 要:本研究聚焦多元互动环境下我国英语专业学生的学习投入与互动思维,基于903名被试的问卷数据,采用潜在剖面分析方法,考察其英语学习多元互动投入潜在类别,并通过单因素方差分析探究各投入类别在互动思维上的差异,最后结合访谈数据进行三角验证。结果发现:1)我国英语专业学生的英语学习多元互动投入与互动思维整体呈中高水平;2)存在3种典型的互动投入类别,分别为“中等偏低投入型”、“中等偏高投入型”和“高投入型”;3) 3种互动投入类别在互动思维各子维度上均存在显著差异,且“高投入型”学习者的互动思维得分最高,其次为“中等偏高投入型”学习者,“中等偏低投入型”学习者得分最低。研究结果为二语习得研究中互动投入与思维的关系探讨提供了新的视角,也可为英语专业教学提供一定启示。This study focuses on Chinese English majors’learning engagement and interaction mindset in a multiple interaction environment.Based on questionnaire data from 903 participants,latent profile analysis is employed to examine potential patterns of their engagement with multiple interaction during English learning,and one-way ANOVA is used to explore differences in interaction mindset among these engagement patterns.The results,triangulated by interview data,reveal that(1)Chinese English majors exhibited an overall moderate to high level of both engagement with multiple interaction and interaction mindset during English learning;(2)three typical patterns of engagement with interaction were identified,namely,“moderately low engagement”,“moderately high engagement”and“high engagement”;and(3)significant differences were detected among the three engagement patterns in various sub-dimensions of interaction mindset,with the“high engagement”pattern achieving the highest interaction mindset scores,followed by the“moderately high engagement”pattern,while the“moderately low engagement”pattern scored the lowest.This research provides a fresh perspective for exploring the relationship between interaction engagement and mindset in SLA studies and offers some implications regarding language teaching for English majors.
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