AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOM
AN ANALYSIS OF DISCOMFORT, RISKTAKING, SOCIABILITY, AND MOTIVATION IN THE L2 CLASSROOM
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DOI：
10.1111/j.1467-1770.1986.tb00366.x
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发表时间：
1986-03-01
影响因子：
4.4
通讯作者：
ELY, CM
中科院分区：
文献类型：
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作者：
ELY, CM
本研究探讨了第二语言学习的因果模型。我们特别关注了三个特定情境的构式：语言课堂不适、语言课堂冒险和语言课堂社交。从理论上讲，自愿课堂参与介导了语言课堂不适、语言课堂冒险、语言课堂社交和动机强度对课堂二语学习成功的影响。研究对象为大学一年级（第一和第二季度）西班牙语班的学生。通过课堂观察和录音的方式收集课堂参与数据。熟练程度是通过讲故事任务的正确性和流畅性以及期末笔试的正确性来衡量的。因果分析结果显示：语言课堂不适对语言课堂冒险性和语言课堂社交性有负向预测；语言课堂冒险行为对课堂参与的正向预测课堂参与正向预测第一季度学生的口语正确性。
This study investigated a causal model of second language learning. Particular attention was given to three situation‐specific constructs: Language Class Discomfort, Language Class Risktaking, and Language Class Sociability. It was theorized that voluntary Classroom Participation mediates the effect of Language Class Discomfort, Language Class Risktaking, Language Class Sociability, and Strength of Motivation on success in classroom L2 learning. The subjects were students enrolled in first year (first and second quarter) university Spanish classes.Data on Classroom Participation were gathered by means of classroom observation and audio recording. Proficiency was measured by correctness and fluency on a storyretelling task and correctness on a written final examination. The results of the causal analysis included findings that: Language Class Discomfort negatively predicted Language Class Risktaking and Language Class Sociability; Language Class Risktaking positively predicted Classroom Participation; and Classroom Participation positively predicted Oral Correctness for the first quarter students.