LET Chubu - 中部支部Wiki バックアップ : [Validating the L2 Motivational Self System of Chinese Learners in an ESL Context のバックアップの現在との差分(No.2)]

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Validating the L2 Motivational Self System of Chinese Learners in an ESL Context へ行く。

--- 2: 2015-03-14 (土) 00:26:38 ozeki
+++ 現: 2015-10-24 (土) 23:35:01 ozeki
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 -14:25-14:55
 ***発表概要 [#y5af1d7a]
-The most recent theory of L2 motivation is Dörnyei’s L2 Motivational Self System, which subsumes the ideal L2 self, ought-to L2 self, and L2 learning experience. Since it was developed in 2005, a lot of SLA researchers have been promoted to examine its external validity. However, almost all of the research was conducted in foreign language learning contexts, without considering second language contexts. To bridge this gap, the present study aimed to replicate Dörnyei’s tripartite model in a Chinese population who were learning English as a second language (ESL) and thereby investigated its generalizability in this specific context. A questionnaire survey was completed by 405 Chinese-background students from five Canadian universities. Through analyzing the data by using SEM, it was found that Dörnyei’s theory only gained partial support in the Chinese ESL context because the dimension of the ideal L2 self did not contribute to the criterion measure directly.
+The most recent theory of L2 motivation is Dörnyei’s [[L2 Motivational Self System]], which subsumes the [[ideal L2 self]], [[ought-to L2 self]], and L2 learning experience. Since it was developed in 2005, a lot of SLA researchers have been promoted to examine its external validity. However, almost all of the research was conducted in foreign language learning contexts, without considering second language contexts. To bridge this gap, the present study aimed to replicate Dörnyei’s tripartite model in a [[Chinese]] population who were learning English as a second language (ESL) and thereby investigated its generalizability in this specific context. A questionnaire survey was completed by 405 Chinese-background students from five Canadian universities. Through analyzing the data by using [[SEM]], it was found that Dörnyei’s theory only gained partial support in the Chinese ESL context because the dimension of the ideal L2 self did not contribute to the criterion measure directly.
 ***配布資料 [#n06916f0]
 &ref(ID$y710e0e8);
 [[第80回支部研究大会]]