应然多语自我:中国外语学习者动机本土化构念及历时效应研究  

Ought-to Multilingual Self:A Contextualized Motivational Construct and Its Longitudinal Effects in Chinese Foreign Language Learners

作　　者：刘梦 LIU Meng

机构地区：[1]北京外国语大学英语学院,北京100089

出　　处：《外语与外语教学》2024年第4期104-116,150,共14页Foreign Languages and Their Teaching

基　　金：中央高校基本科研业务费专项资金资助项目(项目编号:201500124001)的阶段性研究成果。

摘　　要：本研究采用序贯探索型混合研究方法,探究中国外语学习者多语学习动机本土化特征及其历时效应。第一阶段,研究基于23名外语专业学生的半结构化访谈内容构建出具有本土化特色的“应然多语自我”构念,指学习者出于外部压力、期待或为规避消极后果而产生的多语学习动机;第二阶段,研究对252名外语专业学生的多语学习动机进行历时追踪,对应然多语自我进行信效度检验,并采用交叉滞后面板模型检验应然多语自我、应然英语和非英语自我及预期努力之间的历时关系。研究结果表明,应然多语自我具有良好信效度,与英语预期努力之间存在间接效应,与非英语外语预期努力之间存在直接互惠关系。This study employs an exploratory sequential mixed methods design to examine the motivational characteristics of learners of multiple foreign languages in China. In Stage 1, 23 English major students concurrently learning a second foreign language participated in semi-structured interviews, from which a construct named “ought-to multilingual self” was identified to capture the unique characteristics of multilingual motivation in the Chinese context. This construct refers to learners' motivation to become multilingual due to external pressures, expectations, or the need to avoid potential negative consequences. In Stage 2, a quantitative longitudinal survey study(N = 252) was conducted to examine the psychometric validity of ought-to multilingual self, with findings suggesting satisfactory construct validity. Cross-lagged panel models were used to examine relationships between ought-to multilingual self, ought-to L2 self and intended efforts to learn English and languages other than English. Findings indicate an indirect relationship between ought-to multilingual self and intended efforts to learn English, and reciprocal relationships with intended efforts to learn other foreign languages.

关 键 词：多语学习动机 调节定向理论 多语自我 应然多语自我 二语动机自我系统理论 

分 类 号：H319[语言文字—英语]