Contextual Dynamics in Foreign Language Learning Motivation
Contextual Dynamics in Foreign Language Learning Motivation
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DOI：
10.1111/j.1467-9922.2011.00638.x
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发表时间：
2011-12-01
影响因子：
4.4
通讯作者：
Ross, Steven J.
中科院分区：
文献类型：
--
作者：
Kozaki, Yoko;Ross, Steven J.
越来越多的学者认为，学习语境对语言学习中个体差异的动态变化有着重要的影响。在一项纵向设计中，测试了1,682名学习者在2年外语课程中的熟练程度，在这项研究中采用了多层次建模方法来解释第二语言（L2）随时间增长的变化。不同方面的学习者的职业生涯和社会抱负被假定为个人差异的因素，除了更传统的结构的外在和内在的第二语言学习动机。感知的态度规范72流类内运作被假定为上下文因素。多水平分析的结果表明，班级情境在二语水平增长与个体差异因素之间的中介作用既有积极的影响，也有消极的影响，表明个体差异因素具有可塑性。
Learning context has increasingly been postulated to exert an influence on the dynamics of individual differences in language learning. In a longitudinal design that tested the proficiency gains of 1,682 learners over a 2-year foreign language program, a multilevel modeling approach was deployed in this study to account for variation in second language (L2) growth over time. Different aspects of learner career and social aspiration were postulated as individual difference factors in addition to the more conventional constructs of extrinsic and intrinsic L2 learning motivation. Perceived attitudinal norms operating within 72 streamed classes were posited as contextual factors. Results of multilevel analyses indicate that the mediating effects of class context on the relation between the L2 proficiency growth and individual difference factors exert both positive and negative influences, suggesting malleability of individual differences factors.