摘要
本研究基于365名受试的问卷调查结果,采用结构方程模型探究了二语自我、歧义容忍度和交际意愿之间的相互关系。结果显示:(1)二语自我系统中,理想二语自我和学习经历对交际意愿有着正向的预测力;应该二语自我对交际意愿却有着负向的预测力。歧义容忍度在二语自我与交际意愿之间起着重要的中介作用。(2)受中国英语教学过分关注语言表达准确性的影响,渴望熟练掌握二语的理想二语自我学习者和把学好二语当成是一种责任或义务的应该二语自我学习者都有着较低的歧义容忍度。(3)二语学习者的歧义容忍度越低,交际意愿也越低。研究建议指出,如果能帮助学习者构建积极的二语自我愿景、适当提高其歧义容忍度,将有助于激发其二语交际意愿。
To investigate the interplay between psychological,cognitive and emotional factors in L2 learning behavior,the present study,through a questionnaire survey among 365 subjects,probed into the relations between L2 Motivational Selves(L2 MS),Intolerance of Ambiguity(IA)and Willingness to Communicate(WC)via Structural Equation Modeling.It was found that:1)among the three components of L2 MS,Ideal L2 Self and L2 Learning Experience positively affected WC while Ought-to L2 Self was negatively related to WC,with IA playing a significant mediating role;2)influenced by overdue attention to correctness of language in use in China’s ESL teaching,students who were characterized by Ideal L2 Self and Ought-to L2 Self were less tolerant of ambiguity;3)ESL learners who were less tolerant of ambiguity were less willing to communicate.It suggests that a more positive L2 image and a reduced intolerance of ambiguity will arouse learners willingness to communicate.
出处
《外语与外语教学》
CSSCI
北大核心
2020年第1期71-80,148,共11页
Foreign Languages and Their Teaching
基金
国家社会科学青年基金项目“维吾尔族双语儿童英语学习者语音意识及其读写能力获得和发展的关系研究”(项目编号:15CYY019)
第九批中国外语教育基金项目“少数民族地区外语教育现状与对策研究”(项目编号:ZGWYJYJJ2018B76)的资助.
关键词
二语动机自我
歧义容忍度
交际意愿
L2 motivational selves
intolerance of ambiguity
willingness to communicate
