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Where do Language Mindsets Come from? An Ecological Perspective on EFL Students’ Mindsets About L2 Writing
Journal of Psycholinguistic Research ( IF 1.315 ) Pub Date : 2021-07-16 , DOI: 10.1007/s10936-021-09787-y
Majid Elahi Shirvan 1 , Nigel Mantou Lou 2 , Tahereh Taherian 3
Affiliation  

Although recent research suggests that language mindsets (i.e., fundamentalbeliefs aboutthe fixedness and malleability of language learning ability) are important for L2 learners’ motivation and learning behaviors, much research has focused on quantitative approaches and static individual differences, with little emphasis on its student-centered and ecologically-relevant phenomena. The aim of this study was to take an ecological perspective to understand the development of mindsets about L2 writingand their relevance tomotivation. Based on an analysis of in-depth interviewswith six (two males, four females) adult EFL learners in Iran, we identified that several eco-systemic factors underlie the emergence, complexity, and dynamics of the learners’ mindsets regarding the skill of L2 writing. Students emphasize that teachers (microsystem) play a central role in constructingtheir mindsets about L2 writing. In addition, their previous learning experiences, including teachers, parents, and high-stake exams (mesosystem), the institutional policies that emphasize English oral skills and neglect writing skills (exosystem), and the mainstream culture in favor of a natural talent for writing skills (macrosystem) also contributed to the emergence of learners’ mindsets. Moreover, the results highlighted the domain-specific and dynamic nature of language mindsets, such that learners considered their mindsets about L2 writing skills differently from other skills (e.g., speaking) and that their mindsets changed in different stages of the learning processes. We show that the ecological approach can unpack the complex-dynamic and multifaceted nature of mindsets, providing theoretical and pedagogical implications for fostering growth mindsets and improving learners’ L2 writing motivation.



中文翻译:

语言思维从何而来?EFL学生二语写作思维的生态学视角

尽管最近的研究表明语言思维模式(即关于语言学习能力的固定性和可塑性的基本信念)对二语学习者的动机和学习行为很重要,但许多研究都集中在定量方法和静态个体差异上,很少强调学生中心和生态相关的现象。本研究的目的是从生态学的角度来理解关于二语写作的思维方式的发展及其与动机的相关性。基于对伊朗六名(两名男性,四名女性)成年 EFL 学习者的深入访谈的分析,我们确定了几个生态系统因素是学习者关于 L2 写作技能的心态的出现、复杂性和动态的基础. 学生们强调教师(微系统)在构建他们关于二语写作的思维方式方面发挥着核心作用。此外,他们之前的学习经历,包括老师、家长和高风险考试(中系统),强调英语口语技能而忽视写作技能的制度政策(外系统),以及有利于写作天赋的主流文化技能(宏观系统)也促成了学习者心态的出现。此外,结果突出了语言思维定势的领域特定性和动态性,因此学习者认为他们对 L2 写作技能的思维定势不同于其他技能(例如,口语),并且他们的思维定势在学习过程的不同阶段发生了变化。

更新日期:2021-07-16
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