口语流利性和学习动机的发展动态:双重关注方法

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Hanjing Yu, Hongying Peng
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引用次数: 0

摘要

本研究采用口语流利性发展的综合双聚焦方法,考察了大专水平中国英语学习者口语流利性的发展轨迹,并确定了有助于塑造其口语表达的动机吸引状态。研究通过两个学期的独白任务和半结构式访谈分别收集了定量和定性数据。口语流利度的发展采用了移动最小-最大图、变化点分析和蒙特卡洛模拟等方法进行研究,而回溯法则用于识别有影响力的动机吸引状态。结果表明,在研究过程中,两名学习者的口语流利性发展经历了明显的变化和阶段性转变,这在很大程度上归因于他们独特的动机吸引器状态。通过采用这种双重关注的方法,本研究提供了中国英语学习者在口语流利性和学习动机两方面的发展动态,以及它们之间的适应性互动,从而丰富了我们对口语流利性发展与学习动机之间关系的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developmental dynamics in oral fluency and learner motivation: A dual-focus approach

Adopting a comprehensive dual-focus approach to oral fluency development, the present study examined the developmental trajectories of oral fluency in tertiary-level Chinese EFL learners and identified the motivational attractor states helpful for shaping their oral production. Quantitative and qualitative data were collected over two semesters with monologue tasks and semi-structured interviews, respectively. Oral fluency development was examined using moving min–max graphs, change point analysis, and Monte Carlo simulations, while the retrodiction approach was utilized to identify influential motivational attractor states. Results showed that, over the course of the study, the two learners experienced distinct variability and phase shifts in their development of oral fluency, largely attributable to their unique motivational attractor states. By employing such a dual-focus approach, the present study provided a nuanced picture of Chinese EFL learners’ developmental dynamics in terms of both oral fluency and learning motivation and the adaptive interactions between them, thus enriching our understanding of how oral fluency development relates to learner motivation.

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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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