Abstract

This study employed a moderated mediation analysis with the aim to expand our understanding of psychological processes pertaining to learning an additional language. Since moderated mediation analyses are less common in L2 research, this article gives a detailed explanation of the analytical procedure. The data were collected among Malaysian learners of less commonly taught languages, namely Thai, Filipino and Myanmar. The study assessed whether the language learners’ perceptions of a target language country would have a mediating effect on the link between country stereotypes and language attitudes held by the students. It also examined whether demographic factors, such as gender and university major, would moderate the stereotypes-perceptions-attitudes nexus. The findings revealed a statistically significant positive relationship between the country stereotypes and language attitudes held by the language learners. It was also found that the students’ perceptions of the target language countries mediated the relationship between the country stereotypes and language attitudes. Among the demographic factors only the students’ university major – but not gender – had a moderating effect on the stereotypes-perceptions-attitudes nexus. These findings hold some implications for curriculum development.

摘要

这项研究采用了有调节的中介分析，旨在扩大我们对与学习其他语言有关的心理过程的理解。由于有调节的中介分析在第二语言研究中不太常见，因此本文详细解释了分析程序。这些数据是在不太常用语言（即泰语、菲律宾语和缅甸语）的马来西亚学习者中收集的。该研究评估了语言学习者对目标语言国家的看法是否会对国家刻板印象和学生所持有的语言态度之间的联系产生中介作用。它还研究了性别和大学专业等人口因素是否会缓和刻板印象-看法-态度之间的关系。研究结果显示，国家刻板印象与语言学习者所持有的语言态度之间存在统计上显着的正相关关系。研究还发现，学生对目标语言国家的看法调节了国家刻板印象和语言态度之间的关系。在人口因素中，只有学生的大学专业（而不是性别）对刻板印象-看法-态度关系有调节作用。这些发现对课程开发有一定的启示。在人口因素中，只有学生的大学专业（而不是性别）对刻板印象-看法-态度关系有调节作用。这些发现对课程开发有一定的启示。在人口因素中，只有学生的大学专业（而不是性别）对刻板印象-看法-态度关系有调节作用。这些发现对课程开发有一定的启示。