Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL
Nan Jiang, Bo Wang, Yinxing Jin
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Abstract

In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) the gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.

学生的外语态度和能力感知与外语课堂乐趣之间的复杂关系:来自中国大学日语专业学生的启示。
在本研究中,我们探讨了(a) 中国学生学习日语的乐趣水平;(b) 学生对日语的态度和日语能力感知与日语课堂乐趣之间的独立和交互预测关系;(c) 性别作为这些关系中的潜在调节变量。三百名参与者填写了三份问卷,评估他们对日语的态度、感知到的日语能力和日语课堂乐趣。描述性分析、多元回归分析和路径分析显示了以下结果:(a) 学生在日语课堂上的整体愉悦程度较高;(b) 学生对日语的态度和他们所感知到的日语能力对他们的日语课堂愉悦程度有显著的正向预测作用;(c) 学生对日语的态度和他们所感知到的日语能力与日语课堂愉悦程度之间没有显著的交互作用;(d) 性别差异对感知到的日语能力和日语课堂乐趣之间的关系有明显的调节作用,女性参与者之间的关系更强;但性别在对日语的态度和日语课堂乐趣之间的关系中不是一个明显的中介因素。我们将讨论这些发现及其教学意义,以及本研究的局限性和未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
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