成就目标导向与EFL课程价值感知对任务驱动感知的交互影响研究

Interaction effects of achievement goal orientation and perceived EFL course value on task-driven perception

周小兰 ¹左宁 ¹张沁园¹

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作者信息

1. 山东大学
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摘要

本研究基于成就目标理论构建动机内因与情境外因相依的理论模型,考察成就目标导向与课程价值感知如何交互作用于英语学习者的任务驱动感知.基于208名非英语专业大学生的实验结果表明:秉持不同成就目标导向的外语学习者存在迥异的任务驱动感知,掌握目标型的感知水平最高,成绩趋近目标型居中,成绩回避目标型最低;随着课程价值感知的提升,三者的任务驱动感知水平均随之上升,成绩回避目标型受影响最大,成绩趋近目标型居中,掌握目标型则受影响最小.研究发现可为我国高校外语教学实践者利用动机行为规律提升任务驱动教学有效性带来重要启示.

Abstract

Based on the achievement goal theory,this study constructs a theoretical model combining intrinsic motivation and extrinsic situational factors,and examines the interaction effects of achievement goal orientation(AGO)and perceived course value(PCV)on EFL learners'task-driven perception(TDP).Based on the data from 208 non-English major college students,the study found that EFL learners presented different TDP,and mastery goal individuals(AGO1)perceived the highest level of TDP,followed by performance approach goal(AGO2)and performance avoidance goal(AGO3);as PCV went up,all learners'TDP rose significantly,with AGO3 being the most affected,followed by AGO2,and AGO1 being the least affected.The findings provide pedagogical implications for EFL teachers to improve the effectiveness of task-driven teaching via the patterns of motivational behaviors.

关键词

任务驱动感知/成就目标导向/课程价值感知/大学英语

Key words

task-driven perception/achievement goal orientation/perceived course value/college English

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出版年

2024

外语教育研究前沿

CSSCI北大核心

ISSN：

段落导航