王心馨

应用英语听说课程作为大学英语公共课核心模块，当前普遍存在课堂参与度低迷的困境，制约学生二语习得效率与综合应用能力提升。本研究以二语动机自我系统理论为核心，融合情感过滤假说核心观点，系统探究大学英语听说课堂参与度困境的成因与提升路径。研究发现，参与度困境源于理想二语自我缺失、应该二语自我异化与消极二语学习经验的协同作用，且各构念通过影响情感过滤强度加剧困境。据此，提出激活理想二语自我、优化应该二语自我、营造积极二语学习经验的三维提升策略。

二语动机自我系统；情感过滤假说；应用英语听说

[1] 陈聪,徐锦芬.学习者二语水平与焦虑对口语产出质量的影响[J].解放军外国语学院学报,2019,42(1):110-118. [2] 陈英.二语动机自我系统、自我效能感、语言焦虑和课堂口语参与动机行为的关系研究[J].外语学刊,2019(1):106-112. [3] 李政,马淑琴.二语动机自我系统理论相关研究——2012~2022:十年的回顾[J].心理学进展,2023,13(1):237-245. [4] 施渝,徐锦芬.国内外外语焦虑研究综述[J].外语教学与研究,2013,45(2):218-227. [5] Dörnyei,Z.(2009).The L2 Motivational Self System.In Z.Dörnyei&E.Ushioda(Eds.),Motivation,Language Identity and the L2 Self(pp.9-42).Bristol:Multilingual Matters. [6] Dörnyei,Z.(2019).From integrative motivation to directed motivational currents:The evolution of the understanding of L2 motivation over three decades.In M.Lamb,K.Csizér,A.Henry&S.Ryan(Eds.),Palgrave Macmillan handbook of motivation for language learning(pp.1-34). Basingstoke:Palgrave. [7] Ghasemi,M.(2022).Exploring the role of L2 motivational self system as a therapeutic approach in alleviating students'school-related learned helplessness.Language Teaching Research,26(3),356-378. [8] Horwitz,E.K.,Horwitz,M.B.,&Cope,J.(1986).Foreign language classroom anxiety.The Modern Language Journal,70(2),125-132. [9] Krashen,S.D.(1982).Principles and practice in second language acquisition.Pergamon Press. [10] Teimouri,Y.(2017).The L2 motivational self system,task motivation,and motivated behavior:A structural equation modeling approach.Language Learning,67(2),425-463. [11] Zhang,X.(2019).Foreign language anxiety and foreign language performance:A meta-analysis.The Modern Language Journal, 103(4),763-781.

点击下载PDF