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EXPLORING THE RELATIONSHIP BETWEEN SECOND LANGUAGE LEARNING MOTIVATION AND PROFICIENCY: A LATENT PROFILING APPROACH
Studies in Second Language Acquisition ( IF 4.730 ) Pub Date : 2021-12-16 , DOI: 10.1017/s0272263121000759
Karen Dunn 1 , Janina Iwaniec 2
Affiliation  

A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.



中文翻译:

探索第二语言学习动机和熟练程度之间的关系:一种潜在的分析方法

第二语言动机理论的基础是动机有助于解释语言学习能力的差异。然而,实证结果喜忧参半。本文介绍了一种探索西班牙马德里 (N = 1773) 青少年英语学习者的 L2 熟练程度和动机的创新方法。参与者完成了一项多技能英语语言测试,以及一份八量表的问卷调查,该问卷操作来自 Dörnyei 的 L2 动机自我系统 (Dörnyei, 2005)。使用以人为中心的分析方法潜在变量混合建模分析数据。结果表明有五个不同类别的学生,其特点是动机-熟练程度不同。这项研究的重要性在于,该分析并未假设学习者样本中的动机特征和熟练程度之间存在同质关系。虽然这两个领域之间无疑存在联系,但它并不是一种直接的相关性,它在一定程度上解释了先前调查结果的差异,并为进一步、更细致的调查奠定了基础。

更新日期:2021-12-16
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