汉语学习动机:视野、社会化与进步

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Junqing Jia
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引用次数: 5

摘要

本文呼应了杜和他的同事们对“二语动机自我系统”的概念性讨论(杜,20052009;Muir&Doårnyei,2013),引入了案例研究,考察了视觉与汉语学习者的长期动机之间的关系。研究结果表明:首先,学习者期望扮演和想象的社会角色会影响他们的学习行为和他们认为的激励性学习体验。其次,学习者正是通过有意义的社会化来构建和强化他们的学习动机。最后,学习者的视野与社会化和进步感密切相关。有了完善的学习机制(愿景、社会化和进步),学习者可以不断调整自己的期望,可视化成功的第二文化(C2)自我,监控自己的进步,并通过与目标文化的母语人士互动来评估自己的假设。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Chinese Language Learner Motivation: Vision, Socialization and Progression
Echoing Dörnyei and his colleagues’ conceptual discussion of the “L2 Motivational Self System” (Dörnyei 2005, 2009; Muir & Dörnyei, 2013), this paper introduces case studies that examine how vision relates to the long-term motivation of learners of Chinese. The findings indicate: first, the social roles learners expect to play and visualize could affect their learning behaviors and what they consider as motivating learning experiences. Second, it is through meaningful socialization that learners construct and reinforce their motivation to learn. Last, learners’ vision is closely connected with socialization and sense of progression. With a well-established learning mechanism (vision, socialization and progression), learners constantly adjust their expectations, visualize the successful second culture (C2) selves, monitor their own progress, and evaluate their assumptions by interacting with native speakers of the target culture.
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来源期刊
Studies in Self-Access Learning Journal
Studies in Self-Access Learning Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
50.00%
发文量
32
审稿时长
8 weeks
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