预测第二语言口语任务完成情况的交际意愿、口语自我效能感和认知交际能力

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Paul Leeming, Joseph P. Vitta, Phil Hiver, Dillon Hicks, Stuart McLean, Christopher Nicklin
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引用次数: 0

摘要

本研究调查了在日本大学英语作为外语(EFL)教学中,学生自我报告的个体差异如何预测第二语言(L2)口语讨论任务(一种客观行为结果)的产出。尽管基于任务的语言教学(TBLT)采用了大量心理学理论作为依据,但很少有研究调查个体差异变量对任务绩效的影响。为了弥补这一不足,我们对来自两所不同大学的学生(N = 439)进行了交叉验证。他们填写了调查问卷,以测量交际意愿(WTC)、口语自我效能感(SSE)和感知交际能力(PCC)。他们还参与了一个八分钟的准学术小组讨论任务(TBLT 设计)。讨论过程将被记录和誊写,并以单词量作为衡量 L2 任务完成情况的客观指标。在拟合度较高的中介结构方程模型中,SSE 和 PCC 对 L2 任务口语表达的影响完全由 WTC 调解(R2 = 0.21)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R2 = .21).
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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