MOTIVATION, SELF-CONFIDENCE, AND GROUP COHESION IN THE FOREIGN-LANGUAGE CLASSROOM
MOTIVATION, SELF-CONFIDENCE, AND GROUP COHESION IN THE FOREIGN-LANGUAGE CLASSROOM
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DOI：
10.1111/j.1467-1770.1994.tb01113.x
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发表时间：
1994-09-01
影响因子：
4.4
通讯作者：
NOELS, KA
中科院分区：
文献类型：
--
作者：
CLEMENT, R;DORNYEI, Z;NOELS, KA
多年来，对第二语言和外语习得动机基础的界定一直是众多研究和争论的焦点。本研究运用社会心理学的结构，在匈牙利的单一文化设置的英语习得。来自布达佩斯地区的301名11年级学生回答了一份问卷，评估他们的态度，焦虑和学习英语的动机，以及他们对课堂气氛和凝聚力的看法。此外，他们的老师对每个学生的熟练程度和一些课堂行为进行了评分，并评估了每个班级的相对凝聚力。因素和相关分析的结果显示，排外（M=4.22的1-6规模），社会文化（M=3.96），工具（M=3.78），媒体使用的原因（M=3.79）是最强烈的赞同学生，而识别取向（M=1.81）被拒绝。因素分析的态度，焦虑和动机量表证实存在的态度为基础的（整合动机）和自信动机的子过程，并揭示了存在一个相对独立的课堂为基础的子过程，其特点是课堂凝聚力和评价。这些集群的相关分析进一步表明，虽然所有的子过程与成就，自信和焦虑没有表现出关系的课堂气氛。我们讨论这些发现的背景下，目前的第二语言和外语习得理论，并参考其应用的影响。
Defining the motivational basis of second and foreign language acquisition has been at the center of much research and controversy for many years. The present study applied social psychological constructs to the acquisition of English in the unicultural Hungarian setting. A total of 301 Grade 11 students from the region of Budapest answered a questionnaire assessing their attitude, anxiety, and motivation toward learning English, as well as their perception of classroom atmosphere and cohesion. In addition, their teachers rated each of the students on proficiency and a number of classroom behaviors and evaluated the relative cohesion of each class group. Factor and correlational analyses of the results revealed that xenophilic (M=4.22 on a 1-6 scale), sociocultural (M=3.96), instrumental (M=3.78), and media-use reasons (M=3.79) were most strongly endorsed by the students whereas an identification orientation (M=1.81) was rejected. Factor analysis of the attitude, anxiety, and motivation scales confirmed the existence of attitude-based (integrative motive) and self-confidence motivational subprocesses and revealed the presence of a relatively independent classroom based subprocess, characterized by classroom cohesion and evaluation. Correlational analyses of these clusters further revealed that, while all subprocesses were associated with achievement, self-confidence and anxiety showed no relationship to classroom atmosphere. We discuss these findings in the context of current theories of second and foreign language acquisition and with reference to their applied implications.