移动辅助语言学习情境下中国英语学习者的二语学习动机研究

发布时间：2024-03-07 04:43

　　第二语言习得过程中,二语学习者往往表现出个体差异,而这些个体差异反过来对二语习得过程也发挥着重要作用。学习动机正是影响二语习得过程的重要个体差异因素之一,因此二语学习动机一直是应用语言学界的一大研究热点。在诸多二语学习动机研究中,D?rnyei(2009)所提出的“二语动机自我系统”,是当前最新二语动机理论。该理论由三个部分组成:理想二语自我,应该二语自我和学习者的学习经历。国际上,研究者已从不同的角度出发,在多种情境下对该理论进行了系统地验证。此外,随着网络技术和移动设备的飞速发展,利用移动设备随时随地开展二语或外语学习的方式也越来越普遍,也收到越来越多学者的关注。然而大多数已有研究更关注移动设备辅助语言学习的效果,从而忽略了学习者动机因素。二语学习动机与移动语言学习之间的相互作用还未得到广泛的研究。本研究以D?rnyei(2009)的二语动机自我系统为理论框架,以中国某高校6名以英语为第二语言的学习者为研究对象,采用个案研究的方法,通过为期12周的访谈、日记、观察等方法对这些学习者使用移动语言学习的动机进行研究,同时也对这些学习者的二语学习动机和他们使用移动设备进行语言学习之间的相...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Nomenclature
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 The Purpose and Significance of the Study
Chapter 2 Literature Review
    2.1 L2 Learning Motivation
    2.2 The L2 Motivational Self System
        2.2.1 Three Dimensions of L2MSS
        2.2.2 Empirical Research of L2MSS
        2.2.3 Qualitative Research on L2 Motivation Informed by the L2MSS
    2.3 Mobile-Assisted Language Learning
        2.3.1 Overview of MALL
        2.3.2 Motivational Factors in the Process of MALL
Chapter 3 Research Methods
    3.1 Research Questions
    3.2 Research Methods
        3.2.1 Qualitative Research Paradigm
        3.2.2 Case Study Approach
    3.3 Research Context
    3.4 Participants
    3.5 Data Collection
        3.5.1 Research Instruments
        3.5.2 Data Collection
    3.6 Data Analysis
    3.7 Trustworthiness
Chapter 4 Results
    4.1 Yi: A Highly Motivated Learner in MALL
        4.1.1 Yi's Background
        4.1.2 Yi's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.1.3 Yi's Engagement and Learning Experience with Mobile APPs
        4.1.4 Summary of Yi's Case
    4.2 Ye: A Highly Motivated Learner in MALL
        4.2.1 Ye's Background
        4.2.2 Ye's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.2.3 Ye's Engagement and Learning Experience with Mobile APPs
        4.2.4 Summary of Ye's Case
    4.3 Heng: A Highly Motivated Learner in MALL
        4.3.1 Heng's Background
        4.3.2 Heng's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.3.3 Heng's Engagement and Learning Experience with Mobile APPs
        4.3.4 Summary of Heng's Case
    4.4 Xun: A Moderately Motivated Learner in MALL
        4.4.1 Xun's Background
        4.4.2 Xun's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.4.3 Xun's Engagement and Learning Experience with Mobile APPs
        4.4.4 Summary of Xun's Case
    4.5 Xiang: A Moderately Motivated Learner in MALL
        4.5.1 Xiang's Background
        4.5.2 Xiang's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.5.3 Xiang's Engagement and Learning Experience with Mobile APPs
        4.5.4 Summary of Xiang's Case
    4.6 Qun: A Low-motivated Learner in MALL
        4.6.1 Qun's Background
        4.6.2 Qun's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.6.3 Qun's Engagement and Learning Experience with Mobile APPs
        4.6.4 Summary of Qun's Case
    4.7 The Interaction Between the Motivation and Experience of MALL
Chapter 5 Discussion
    5.1 Motivational Factors Influencing Learners' Experience in the Process of MALL
        5.1.1 The Ideal L2 Self
        5.1.2 The Ought-to L2 Self
    5.2 Learners' Engagement in MALL
    5.3 Other Factors Mediating Learners' Engagement in the Process of MALL
Chapter 6 Conclusion
    6.1 Summary of the Findings and Significance
    6.2 Pedagogical Implications
    6.3 Limitations and Directions for Future Research
References
Appendix
    Appendix 1 Interview Guide for Participants
    Appendix 2 Semi-structured Journal to Record Participants' Use of APPs for L2 LearningPurposes
Acknowledgements



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