“为什么不呢?但是我不能”——“贫困文化”对学习的影响——一个案例研究

M. Perera
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引用次数: 3

摘要

基于一项研究的子集数据,该研究调查了动机在斯里兰卡弱势学校环境中作为第二语言学习的促进因素的作用,本文试图展示“贫困文化”与学习之间的关系。Lewis,(1970:第85页)指出,“贫困文化除了是一种长期经济贫困的状况外,其特点是其‘成员’的认知贫困,灌输了一种宿命论,认为任何可能实现不同的生活方式”。虽然教育是让这些人有能力发展自信和自我价值感的一种方式,但孩子们很早就获得了成人宿命论,变得习得无助。研究结果表明,动机与“贫困文化”之间存在相关性。此外,尽管学生来自不利的社会经济背景,但他们学习第二语言的动机可以增强。然而,影响动机的不是“贫困文化”本身,而是学生对先前学习经历的归因类型。因此,归因和“认知贫困”之间的关系是显而易见的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
"Why not? But I can't" – Influence of a 'culture of poverty' on learning - A case study
Based on a sub set of data from a study which investigated the role of motivation as a contributing factor in second language learning in a disadvantaged school setting in Sri Lanka, this paper attempts to show the relationship between a ‘culture of poverty’ and learning. Lewis, (1970 : p.85) states that ‘in addition to being a condition of chronic economic poverty, the culture of poverty is characterized by the cognitive poverty of its ‘members’, instilling a fatalism with reference to any possibility of ever achieving a different way of life’. Although education is one way in which such people could be empowered to develop a sense of self confidence and self worth, children acquire the adult fatalism early and become learned helpless. The findings of the study indicate that there is a correlation between motivation and a ‘culture of poverty’. Further, in spite of the adverse socio-economic backgrounds from which the students come, their motivation to learn the second language can be enhanced. However, it is not the ‘culture of poverty’ per se that affects motivation but the type of attributions that the students make regarding their prior learning experiences. Thus a relationship between attributions and ‘cognitive poverty’ was visible.
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