二语口语动机和努力程度对中国大学生二语口语水平的影响研究

论文摘要

动机、努力程度与二语水平的关系是二语习得研究的焦点之一。但是,在以往的研究中以下议题尚待解决:二语口语动机和努力程度对二语口语水平影响的路径和解释力;二语口语预期努力程度和实际努力程度在二语口语动机与口语水平关系中的作用;二语口语动机变量之间的相互作用以及对努力程度的影响。本研究旨在探讨二语口语努力程度如何影响二语口语水平,以及二语口语动机如何通过努力程度影响二语口语水平。本研究以二语动机自我系统为理论框架,共涉及8个口语动机变量和两类努力程度变量:口语理想自我、口语应该自我、口语学习态度、口语提升类工具动机、口语抑制类工具动机、口语家庭影响、口语自信、口语兴趣,以及口语预期努力程度和实际口语努力程度。本研究受试为365名2011级非英语专业大二学生,来自江苏省南京市和苏州市的四所高校。其中,在群组分析的基础上随机抽取了 31名受试作为访谈对象。研究工具为口语动机问卷、托福口语试题和访谈。数据于2012年9月至10月之间收集。通过结构方程模型建立二语口语动机和努力程度与二语口语水平的关系模型,并通过多元混合方差分析和访谈,进一步微观探讨三者之间的关系以及是否有支持模型中变量间关系的证据。本研究建立了两个拟合度达标的模型:二语口语动机、实际努力程度与二语口语水平关系模型和二语口语动机、预期努力程度与二语口语水平关系模型。定量和定性的微观分析支持了结构方程模型的结果。口语努力程度直接影响二语口语水平,实际努力程度在所有动机和努力程度变量中对二语口语水平的解释力最大;实际努力程度对二语口语水平的贡献比预期努力程度约大一倍。此外,只有实际努力程度对二语口语水平有显著的主效应,效应量最大,而预期努力程度和其他自变量对二语口语水平没有显著的主效应。口语努力程度调节所有口语动机变量对二语口语水平的影响。口语动机通过努力程度间接影响二语口语水平。口语理想自我对二语口语水平的贡献较大,口语学习态度次之,而口语应该自我只发挥相对有限的作用,其他口语动机类型只作为口语理想自我或口语应该自我的支持变量对二语口语水平产生间接影响,贡献最小。口语理想自我和应该自我对预期口语努力程度的贡献远远大于对实际口语努力程度的贡献。口语提升类工具动机、口语自信和口语兴趣之间的相互影响显示,学习者将职业上的成功、自信心与个人兴趣紧密联系在一起,这三个支持变量共同影响学习者的口语理想自我,并通过口语理想自我和努力程度影响二语口语水平。口语提升类动机、抑制类工具动机和家庭影响的相互作用显示学习者将职业上的成功、对口语成绩的态度与他们父母的鼓励紧密联系在一起,这三个支持变量共同影响学习者的口语应该自我,并通过应该自我和努力程度影响二语口语水平。本研究建立了二语口语动机、努力程度和二语口语水平之间的关系模型,既对二语口语研究有理论贡献,也拓展了二语动机自我系统。方法论意义在于,本研究不仅结合了宏观的结构方程模型研究和微观的混合方差分析,而且将定量和定性研究相结合。在教学意义方面,本研究有利于帮助教师依据各类型口语动机、预期努力程度和实际努力程度的不同作用调整口语教学方法,以提高学生的二语口语水平。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Need for the Present Study
• 1.2 Significance of the Present Study
• 1.3 Outline of the Dissertation
• Chapter Two Literature Review
• 2.1 Definitions of Major Terms
• 2.1.1 Definition of L2 Motivation
• 2.1.2 Definition of Effort
• 2.1.3 Definition of L2 Speaking Proficiency
• 2.2 Related Theories
• 2.2.1 The Social-psychological Approach to L2 Motivation
• 2.2.2 The Cognitive-situated Approach to L2 Motivation
• 2.2.3 The Process-oriented Approach to L2 Motivation
• 2.2.4 The Possible Selves Approach to L2 Motivation
• 2.3 An Overview of Previous Empirical Studies
• 2.3.1 A General Overview of Previous Empirical Studies on Motivation, Effort, and L2 Proficiency
• 2.3.2 Previous Empirical Studies on L2 Speaking Motivation, Effort, and L2 Speaking Proficiency
• 2.4 Unsettled Issues
• Chapter Three Theoretical Framework of the Study
• 3.1 Dornyei's L2 Motivational Self System
• 3.1.1 The Major Concepts of the L2 Motivational Self System
• 3.1.2 The Content Areas for the L2 Motivational Self System
• 3.1.3 Reasons for Choosing the L2 Motivational Self System as the Theoretical Framework
• 3.2 Constructing the Hypothetical Model
• Chapter Four Methodology
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 The Instrument for the L2 Speaking Motivation and Effort
• 4.3.1.1 Designing the L2 Speaking Motivation Questionnaire Based on Taguchi et al.'s （2009） Questionnaire
• 4.3.1.2 Items Borrowed from Other Questionnaires
• 4.3.1.3 Pilot Studies
• 4.3.2 The Instrument for L2 Speaking Proficiency
• 4.3.3 Interviews
• 4.4 Data Collection and Data Analysis
• 4.4.1 Data Collection
• 4.4.1.1 Data Collection for L2 Speaking Motivation and Effort
• 4.4.1.2 Data Collection for L2 Speaking Proficiency
• 4.4.1.3 Data Collection for Interviews
• 4.4.2 Data Analysis
• Chapter Five Results and Discussion
• 5.1 The Overall Relationship between L2 Speaking Motivation, Effort, and L2 Speaking Proficiency
• 5.1.1 Correlation between Variables
• 5.1.2 The Overall Relationship between L2 Speaking Motivation, Actual Effort, and L2 Speaking Proficiency
• 5.1.3 The Overall Relationship between L2 Speaking Motivation, Intended Effort, and L2 Speaking Proficiency
• 5.2 The Direct Effects of L2 Speaking Effort on L2 Speaking Proficiency
• 5.2.1 Macroscopical Effects
• 5.2.2 Microscopical Effects
• 5.2.3 Interview Evidence
• 5.3 The Effects of L2 Speaking Motivational Variables via Effort on L2 Speaking Proficiency
• 5.3.1 Effects of Ideal L2 Speaking Self and Its Supporting Variables
• 5.3.1.1 Macroscopical Effects
• 5.3.1.2 Microscopical Effects
• 5.3.1.3 Interview Evidence
• 5.3.2 Effects of Attitudes to Learning L2 Speaking
• 5.3.2.1 Macroscopical Effects
• 5.3.2.2 Microscopical Effects
• 5.3.2.3 Interview Evidence
• 5.3.3 Effects of Ought-to L2 Speaking Self and Its Supporting Variables
• 5.3.3.1 Macroscopical Effects
• 5.3.3.2 Microscopical Effects
• 5.3.3.3 Interview Evidence
• 5.4 Summary
• Chapter Six Conclusion
• 6.1 Major Findings
• 6.2 Implications
• 6.2.1 Theoretical Implications
• 6.2.1.1 Modeling the Relationship between L2 Speaking Motivation, Effort, and L2 Speaking Proficiency
• 6.2.1.2 Modeling the L2 Speaking Motivational Self System
• 6.2.2 Methodological Implications
• 6.2.2.1 The Combination of Macroscopical SEM Approach and Microscopical Mixed ANOVA Approach
• 6.2.2.2 The Combination of Quantitative Study and Qualitative Analysis
• 6.2.3 Pedagogical Implications
• 6.2.3.1 Improving Learners' Speaking Motivation in L2 Speaking
• 6.2.3.2 Improving Learners' Intended and Real Speaking Effort in L2 Speaking
• 6.3 Limitations of the Study
• 6.3.1 Limitations Concerning Variables Involved in the Models
• 6.3.2 Limitations Concerning the Sample Size
• 6.4 Suggestions for Future Research
• 6.4.1 Suggestions for Macroscopical Approach
• 6.4.2 Suggestions for Microscopical Approach
• Appendices
• Appendix Ⅰ Motivation Questionnaire
• Appendix Ⅱ Speaking Motivation Questionnaire
• Appendix Ⅲ TOEFL iBT Speaking Test Sample Questions
• Appendix Ⅳ TOEFL iBT Independent Speaking Rating Scale
• Appendix Ⅴ TOEFL iBT Integrated Speaking Rating Scale
• Appendix Ⅵ Descriptive Statistics of Motivation and Effort Variables for
• References
• Acknowledgements
• 攻读博士学位期间科研成果