大学英语课堂学习投入动态发展模式及影响因素研究  

Dynamic Development and Influencing Factors of Student Engagement in College English Classrooms

作　　者：周世瑶 Phil Hiver 白丽芳[3] ZHOU Shiyao;Phil Hiver;BAI Lifang(Hainan University,Haikou 570228,P.R.China;Florida State University,USA;School of International Studies,Hainan University,No.58 Renmin Avenue,Haikou 570228,P.R.China)

机构地区：[1]海南大学,海南省海口市570228 [2]美国佛罗里达州立大学 [3]海南大学外国语学院,海南省海口市570228

出　　处：《现代外语》2025年第2期223-234,共12页Modern Foreign Languages

基　　金：海南省教育科学规划课题“复杂动态系统理论视阈下大学英语课堂学习投入发展模式研究”(QJY202412006)的阶段性研究成果。

摘　　要：学习投入是影响外语学习者语言发展的重要因素。本研究基于复杂动态系统理论,对463名中国学生的大学英语课堂学习投入进行为期一个学期的动态追踪,旨在考察学生学习投入的历时发展态势及其影响因素。研究采用潜在增长曲线模型,首先描述个体及群体学习投入轨迹的变化;在此基础上,对模型添加协变量(即教师自主支持型激励风格),深入剖析引发学生个体内学习投入产生动态变化的原因。结果显示:1)学习投入初始值较高的学生,其学习投入增长率较低,学习投入的最低值出现在学期中,最高值则出现于学期末;个体学生学习投入发展态势与组间均值差异明显;2)教师自主支持型激励风格的变化可在较大程度上解释个体内学习投入的轨迹变化。本研究揭示了学习投入的动态性和可塑性,也为潜在增长曲线模型应用于二语习得个体差异研究提供了实证支持。Student engagement plays a crucial role in the language development of second language learners.This study,grounded in Complex Dynamic Systems Theory(CDST),reports the dynamic tracking of student engagement among 463 Chinese students over one-semester in college English classrooms.The aim of the study was to investigate the temporal developmental trajectories of student engagement and its influencing factors.Using latent growth curve modeling,the study first explored changes in the trajectories of student engagement at both the individual and group levels.Additionally,teachers'motivating practice,that is autonomy-supportive practice,was added as a covariate to the model to examine reasons for the changes in the development of student engagement at the inter-individual levels.The results indicated that(1)in Chinese college English classrooms,students with higher initial levels of engagement showed lower growth rates,with the lowest levels of engagement occurring at mid-semester,and engagement levels reaching a peak by the end of the semester.Individual trajectories were largely different from the group mean trajectories.(2)Teachers'autonomy-supportive motivating practice largely explained the changes in engagement trajectories within individuals.This study advances research on student engagement within the framework of CDST and provides empirical support for the application of latent growth curve modeling in researching individual differences in second language acquisition.

关 键 词：复杂动态系统理论 潜在增长曲线模型 学习投入 教师激励风格 第二语言课堂 

分 类 号：H319[语言文字—英语]