Reading in a foreign language has value for learners as a potentially rich source of input as well as enjoyment. It requires persistence, however. Within models of self-regulated learning, persistence relates to learners’ selfefficacy and use of strategies to aid task completion and regulation of engagement. Yet the relationship between self-efficacy and self-regulatory strategies is underexplored for L2 reading, despite some intervention studies finding that instruction aimed at improving strategy use positively influences self-efficacy. The current study investigated the relationship between what we called text engagement regulatory reading strategies (TERRS) and reading self-efficacy among 529 beginner learners of French. It also explored whether different learner profiles exist with respect to that relationship, and how far learners of different profiles benefited in respect of reading self-efficacy from three instructional approaches: phonics instruction plus the use of challenging texts; strategy-based instruction, using the same texts; and using the texts only (no explicit phonics or strategy instruction). The use of TERRS was an important predictor of reading self-efficacy and central to three distinct learner profile clusters. Increases in reading self-efficacy were significantly greater for learners of certain profiles who received strategy-based instruction, with implications for theories of selfregulated language learning and classroom practice.

中文翻译：

---

应对二语阅读的挑战：自我效能感、自我调节阅读策略和学习者档案

外语阅读作为一种潜在的丰富输入来源和乐趣，对学习者来说具有价值。然而，它需要坚持。在自我调节学习的模型中，坚持与学习者的自我效能感和使用策略来帮助完成任务和调节参与度有关。然而，在二语阅读中，自我效能与自我调节策略之间的关系并未得到充分探索，尽管一些干预研究发现旨在提高策略使用的教学对自我效能有积极影响。当前的研究调查了 529 名法语初学者的文本参与监管阅读策略 (TERRS) 与阅读自我效能之间的关系。它还探讨了在这种关系方面是否存在不同的学习者概况，以及不同类型的学习者从三种教学方法中在阅读自我效能方面受益的程度：语音教学加上使用具有挑战性的文本；基于策略的教学，使用相同的文本；并且仅使用文本（没有明确的语音或策略说明）。TERRS 的使用是阅读自我效能的重要预测指标，并且是三个不同学习者档案集群的核心。对于接受基于策略的教学的某些类型的学习者来说，阅读自我效能的提高显着更大，这对自我调节语言学习和课堂实践的理论有影响。并且仅使用文本（没有明确的语音或策略说明）。TERRS 的使用是阅读自我效能的重要预测指标，并且是三个不同学习者档案集群的核心。对于接受基于策略的教学的某些类型的学习者来说，阅读自我效能的提高显着更大，这对自我调节语言学习和课堂实践的理论有影响。并且仅使用文本（没有明确的语音或策略说明）。TERRS 的使用是阅读自我效能的重要预测指标，并且是三个不同学习者档案集群的核心。对于接受基于策略的教学的某些类型的学习者来说，阅读自我效能的提高显着更大，这对自我调节语言学习和课堂实践的理论有影响。