Constructing an L2 Motivational Model of Planned Learning Behavior
| Autor: | Mei-Hsia Dai, 戴美霞 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 Research on L2 learning motivation has shown that affective variables regarding individual differences are important in second language learning, but few studies incorporated a focus on the impact of social milieu and behavioral intention. The aim of this study is to echo the call for a reconsideration of L2 motivation research with a more complete reconceptualization and an expansion of combining both interpersonal and intrapersonal factors with hypothesized causal relationships in a model of L2 learning motivation. The structural model in this study was mainly based on Ajzen’s (1991, 2005) theory of planned behavior, reinforced by Gollwitzer’s (1993, 1999) implementation intention, and Tseng and Schmitt’s (2008) self-regulatory capacity and mastery of L2 learning. There are nine latent variables in the model consisting of Attitudes toward L2 Learning, Social Norms, Self-Confidence, Goal Intention, Implementation Intention, Self-Regulatory Capacity, Tactics of L2 Learning Behavior, Mastery of L2 Learning, and L2 Achievement. The participants in the main study are 265 senior high-school students in northern Taiwan. Structural Equation Modeling is utilized to estimate the hypothesized model in terms of a range of goodness-of-fit indices. The results of the structural equation model are analyzed with respect to the measurement model and the structural model. The former identifies the indicator variables and tests how a conceptual, grounded theory can be accounted for by the represented indicators. The latter examines the causal relationships that represent the structural hypotheses. The results show that the measurement model reveals an overall good fit with minor modifications, which provides the basic support for the structural model. The results of the structural model show that attitudes toward L2 learning, social norms and self-confidence play important roles in the initial stage during the second language learning process. Attitudes toward L2 learning and social norms are particularly influential to both goal and implementation intention. Implementation intention is a critical factor on effective language learning behavior and volitional control, and self-regulatory capacity and metacognitive mastery of L2 learning are linked to influence the effect of L2 achievement. Findings of this study yield important pedagogical implications: students’ attitudes and interpersonal interaction can be directed by teachers in the classroom. With the guidance of teachers, students learn to enact their study plans to achieve their goals via various learning behaviors with volitional controls. Teachers in their pedagogical plans can demonstrate and train the students to use metacognitive learning strategies in appropriate learning contexts with explicit teaching mechanism to ensure that the students have acquired the metacognitive operations through constant exercises. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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