来华留学生“二语动机自我系统”理论实证研究
发布时间：2019-02-17 09:17
【摘要】：本论文根据二语动机研究的最新成果——Domyei的“二语动机自我系统”理论为研究框架,对山东大学的来华留学生进行了调查研究,从实证角度验证了该理论在汉语学习者中的有效性,考察不同水平汉语学习者在“二语自我”上的差异和变化规律,并深入探讨了各动机组成因素间的相互影响及对动机行为的作用过程。在此基础上,笔者提出了对外汉语教学动机激发策略。 在具体操作层面上,本文采用文献分析和定量研究方法,具体数据分析工具包括结构方程模型AMOS拟合分析、SPSS相关分析、零次相关分析、偏相关分析、回归分析、方差分析等。 本论文中实证调查的研究结果主要有： 1、传统动机理论中的“融合型动机”与“二语理想自我”相比,后者与“二语学习动机”的相关性更大。 2、“二语动机自我系统”理论将传统的“工具型动机”分为“促进型工具动机”和“预防型工具动机”。本研究的数据分析表明,对“工具型动机”的这种两分法确实代表两种不同的概念；对来华留学生的调查分析结果与同类前期研究成果(如Taguchi et al,2009；Ryan,2009；Csizer Kormos,2009；Domyei Ushioda,2009)基本一致。这种两分法进一步加深了我们对“工具型动机”的理解。 3、对低水平汉语学习者而言,“二语学习体验”最能预测汉语学习动机的大小；对高水平汉语学习者而言,“二语理想自我”最能预测汉语学习动机的大小。 4、“二语动机自我系统”理论的效度能够在来华留学生中得到验证。 5、“二语动机自我系统”理论的三个组成部分在激发不同水平汉语学习者的学习动机中所起的作用存在一定的规律。即随着汉语水平的不断提高,“二语自我”(包括“二语理想自我”和“二语应该自我”,特别是前者)对于二语学习动机的贡献越来越大；“二语学习体验”则越来越小。 6、在所有动机变量中,“理想二语自我”更好的预测了学习者的动机行为。融合型动机和工具型促进对动机行为产生了重要的影响,这一结果与过去的结论相一致。两者通过理想二语自我,最终对动机行为产生影响。 7、结合本文的研究结果和文献综述,笔者提出了激发留学生学习动机的一些具体策略。
[Abstract]:Based on Domyei's theory of "second language motivation Self-system", a new achievement of L2 motivation research, this thesis makes an investigation of Chinese students from Shandong University. The validity of the theory in Chinese learners is verified from an empirical point of view, and the differences and changes of L2 learners at different levels are investigated. The interaction between the factors of motivation and the process of action on motivation behavior are also discussed. On this basis, the author puts forward the motivational strategy of teaching Chinese as a foreign language. At the operational level, this paper adopts the methods of literature analysis and quantitative research. The specific data analysis tools include structural equation model AMOS fitting analysis, SPSS correlation analysis, zero-order correlation analysis, partial correlation analysis, regression analysis, variance analysis and so on. The main results of the empirical investigation in this thesis are as follows: 1. The "fusion motivation" in the traditional motivation theory is more relevant to the "second language learning motivation" than to the "second language ideal self". 2. The theory of "second language motivation self-system" divides the traditional "instrumental motivation" into "promotive instrumental motivation" and "preventive instrumental motivation". The data analysis of this study shows that the dichotomy of "instrumental motivation" really represents two different concepts, and the results of investigation and analysis of foreign students in China are similar to the previous research results (such as Taguchi et al,2009;Ryan,2009;Csizer Kormos,2009;). Domyei Ushioda,2009) is basically consistent. This dichotomy further deepens our understanding of instrumental motivation. For the low level Chinese learners, the second language learning experience can best predict the size of the Chinese learning motivation, and for the high level Chinese learners, the second language ideal self can best predict the size of the Chinese learning motivation. 4. The validity of the theory of second language motivation self-system can be verified by Chinese students. 5. The three components of the theory of "second language motivation self-system" play a certain role in motivating Chinese learners at different levels. That is, with the continuous improvement of Chinese proficiency, "second language self" (including "second language ideal self" and "second language ought self", especially the former) contributes more and more to second language learning motivation, while "second language learning experience" becomes smaller and smaller. 6. Among all the motivational variables, ideal L2 self can better predict learners' motivational behavior. Fusion motivation and instrumental motivation have important effects on motivational behavior, which is consistent with previous conclusions. Through the ideal L2 self, both of them have an impact on motivational behavior. 7. Combined with the research results and literature review, the author puts forward some specific strategies to stimulate the learning motivation of foreign students.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
[Abstract]:Based on Domyei's theory of "second language motivation Self-system", a new achievement of L2 motivation research, this thesis makes an investigation of Chinese students from Shandong University. The validity of the theory in Chinese learners is verified from an empirical point of view, and the differences and changes of L2 learners at different levels are investigated. The interaction between the factors of motivation and the process of action on motivation behavior are also discussed. On this basis, the author puts forward the motivational strategy of teaching Chinese as a foreign language. At the operational level, this paper adopts the methods of literature analysis and quantitative research. The specific data analysis tools include structural equation model AMOS fitting analysis, SPSS correlation analysis, zero-order correlation analysis, partial correlation analysis, regression analysis, variance analysis and so on. The main results of the empirical investigation in this thesis are as follows: 1. The "fusion motivation" in the traditional motivation theory is more relevant to the "second language learning motivation" than to the "second language ideal self". 2. The theory of "second language motivation self-system" divides the traditional "instrumental motivation" into "promotive instrumental motivation" and "preventive instrumental motivation". The data analysis of this study shows that the dichotomy of "instrumental motivation" really represents two different concepts, and the results of investigation and analysis of foreign students in China are similar to the previous research results (such as Taguchi et al,2009;Ryan,2009;Csizer Kormos,2009;). Domyei Ushioda,2009) is basically consistent. This dichotomy further deepens our understanding of instrumental motivation. For the low level Chinese learners, the second language learning experience can best predict the size of the Chinese learning motivation, and for the high level Chinese learners, the second language ideal self can best predict the size of the Chinese learning motivation. 4. The validity of the theory of second language motivation self-system can be verified by Chinese students. 5. The three components of the theory of "second language motivation self-system" play a certain role in motivating Chinese learners at different levels. That is, with the continuous improvement of Chinese proficiency, "second language self" (including "second language ideal self" and "second language ought self", especially the former) contributes more and more to second language learning motivation, while "second language learning experience" becomes smaller and smaller. 6. Among all the motivational variables, ideal L2 self can better predict learners' motivational behavior. Fusion motivation and instrumental motivation have important effects on motivational behavior, which is consistent with previous conclusions. Through the ideal L2 self, both of them have an impact on motivational behavior. 7. Combined with the research results and literature review, the author puts forward some specific strategies to stimulate the learning motivation of foreign students.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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