任务动机对互动式任务中学习者形式注意及后续学习的影响

IF 4.9 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Phil Hiver , Phung Dao
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引用次数: 0

摘要

本研究以情境期望价值理论为基础,探讨了任务动机对口语互动任务中学习者对形式的注意和后续学习的影响。我们假设学习者任务动机的类型和质量影响学习者对任务的关注、执行和学习。106名越南英语学习者进行了意见差距任务和信息差距任务。他们在这些口头任务中对形式的注意是通过LREs来测量的,这些LREs被编码为频率、类型和分辨率。基于他们的互动,我们为每个二人组开发了一个量身定制的测试,其中包括他们在LREs中讨论的形式特征,并将其作为延迟测试进行管理,以评估他们对形式的关注是否导致了随后对这些特征的学习。我们的初步分析使用因子分析模型测试并建立了所有任务动机测量的有效性。我们的主要研究结果表明,学习者在不同的任务中确实关注形式的不同方面,但任务类型对学习者的任务动机没有影响。学习者期望在这两项任务中取得同样的成功,并且认为完成这两项任务的价值和成本相似。因此,任务动机并不是学习者关注LREs产生的数量和类型的形式、这些LREs如何解决或学习者后续学习的显著预测因子。最后,我们的分析表明,学习者对形式的特别关注与他们在意见差距任务中的后续学习有关,而在信息差距任务中则没有。我们讨论了任务特定动机测量的含义,以及学习者在任务完成过程中的任务表现和对形式的关注如何推动独立于任务动机的实际学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of task motivation on learners’ attention to form and subsequent learning in interactive tasks
In this study, we investigated the impact of task motivation, conceptualized through situated expectancy value theory, on learners' attention to form and subsequent learning in oral interactive tasks. We hypothesized that the type and quality of learners' task motivation impacts how learners attend to, perform, and learn from tasks. In dyads, 106 Vietnamese learners of English performed an opinion-gap task and an information-gap task. Their attention to form in these oral tasks was measured through LREs which were coded for the frequency, type, and their resolution. We developed a tailor-made test for each dyad, based on their interaction, that included the formal features discussed in their LREs and administered this as a delayed test to assess whether their attention to form had resulted in subsequent learning of these features. Our preliminary analyses tested and established validity for all measures of task motivation using factor analytic models. Our main results showed that learners did indeed focus on different aspects of form across the different tasks, but task type did not affect learners' task motivation. Learners expected to succeed equally well in both tasks and perceived the value and cost of performing both tasks as similar. Task motivation was, consequently, not a significant predictor of learners' focus on form in the number and type of LREs produced, how those LREs were resolved, or learners' subsequent learning. Finally, our analyses suggested that learners' specific focus on form was linked to their subsequent learning in the opinion gap task though not in the information gap task. We discuss the implications of task-specific measures of motivation and the ways in which learners’ task performance and focus on form during task completion drives actual learning independent of task motivation.
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来源期刊
System
System Multiple-
CiteScore
8.80
自引率
8.30%
发文量
202
审稿时长
64 days
期刊介绍: This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.
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