基于二语动机自我系统理论的英语专业学生英语学习动机实证研究  

An Empirical Study of English Major Students’English Learning Motivation From the Perspective of L2 Motivational Self System

作　　者：王亚[1] WANG Ya(School of Foreign Languages,Baotou Teachers College,Baotou 014030)

机构地区：[1]包头师范学院外国语学院,内蒙古包头014030

出　　处：《阴山学刊》2024年第5期107-112,共6页Yinshan Academic Journal

基　　金：内蒙古自治区高等学校科学研究项目“内蒙古自治区高校英语专业学生英语学习动机实证研究”(NJSY21030);包头师范学院本科教学改革研究课题“基于OBE和POA理论体系的英语语言学线上线下混合式教学模式研究”(BSJG23Y03)。

摘　　要：运用量化研究,对102名英语专业学生进行问卷调查,深度探讨一、二年级学生二语动机自我系统的差异性以及系统内部三要素:理想二语自我、应该二语自我、二语学习经历与英语学习动机强度的关联程度。结果表明:1.一、二年级学生动机强度不存在显著差异;2.一年级学生的理想二语自我显著高于二年级学生,应该二语自我及二语学习经历无显著差异;3.理想二语自我各维度中与英语学习动机强度相关程度最高的是理想二语交际者维度;4.系统内部三要素中对英语学习动机强度预测能力最强的是理想二语自我。By applying the quantitative research method,through giving 102 English major students questionnaires,it does some deep study about the English learning Motivational Self System differences between English major freshmen and sophomores and also the correlation between the three internal system elements and motivation intensity:Ideal L2 Self,Ought-to L2 Self and Second Language Learning Experience.The results suggest that:1.There is no significant difference between the two groups in their motivation intensity;2.the freshmen group score much higher on Ideal L2 Self than the sophomore group,but there is no significant difference on Ought-to L2 Self and Second Language Learning Experience;3.Ideal L2 communicator is the most relevant to motivation intensity in Ideal L2 Self;4.Ideal L2 Self contributes most in predicting motivation intensity among the three internal system elements.

关 键 词：二语动机自我系统 理想二语自我 应该二语自我 二语学习经历 

分 类 号：H319[语言文字—英语]