Abstract:
摘要：新兴的“定向性动机流”理论(Directed Motivational Currents)既是二语动机研究的基础,也是激发二语学习动机的有效工具(D?rnyei, et al. 2014, 2015; Larsen-Freeman 2015)。本研究以该理论为支撑, 结合复杂动态系统理论视角,跟踪5名外语学习者近3年听力学习过程,通过听力水平测试,定向性动机流问卷调查,回溯性访谈及使用Anion Variable Tester微变化研究工具探索学习动机变化机制。研究结果表明:1)学习动机历时波动轨迹呈现出“定向性动机流”(Directed Motivational Currents)变化特点;2)学习者任务中动机动态变化受内在(如个人目标)和外在(如学习环境)因素共同影响,在持续性和强弱度两个维度上存在个体差异,呈现三种不同类型。 Abstract: “Directed Motivational Currents”(DMCs) is considered as a new motivational framework (Dörnyei, et al. 2014, 2015; Larsen ⁃ Freeman 2015) from the perspective of Complex Dynamic Systems Theory (CDST). This framework not only acts as a foundation of motivational impetus but also has considerable potential as a specific tool to motivate learners in language classrooms. Collecting data through listening proficiency tests, the DMC questionnaire, retrospective interviews, and an idiodynamic method, the current study tracked 5 EFL listeners motivation in recent 3 years from the DMC and CDST perspectives. Results suggest: (1) the diachronic fluctuations of EFL listeners motivational trajectories are similar to the DMCs; (2) individual differences exhibit themselves in the dynamic ebbs and flows of EFL listeners motivation, which is affected by the mutual influence of both internal (e.g., learners goals) and external (e.g., learning contexts) factors. Key words: Complex Dynamic Systems Theory; Directed motivational currents; Idiodynamic method
