基于自我差异调节作用的泰国学生汉语学习动机研究
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摘要
针对泰国学生汉语学习动机已有研究中存在的量化研究水平较低、运用理论陈旧、理论探究浅缺等问题，本文引用“二语动机自我系统”这一现阶段学界内运用较为广泛的新理论, 在其基本理论框架基础上构建和验证理论假设模型，开展面向泰国学生的汉语学习动机问卷调查与研究，并尝试对“二语动机自我系统”理论之现存不足进行探讨与分析。分析结果显示, 本研究的各变量中，“理想二语自我”“应该二语自我”“期望价值”均对学习动机有显著正向影响；“理想二语自我”“应该二语自我”对“期望价值”有显著正向影响；“期望价值”在“理想二语自我”和二语学习动机之间，以及在“应该二语自我”和二语学习动机之间发挥中介作用。实验结果还证明了自我差异可以“倒U型”调节“理想二语自我”及“应该二语自我”通过“期望价值”对二语学习动机所施加的影响。本研究可为泰国汉语学习者群体学习动机的研究与提升，以及为“二语动机自我系统”理论自身的完善和发展提供借鉴。
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Chinese Journal of Social Science and Management Editorial Division
The Office of Research and Development, Panyapiwat Institute of Management
85/1 Moo 2, Chaengwattana Rd., Bang Talat, Pakkred, Nonthaburi 11120, Thailand
Tel. 02 855 01048 E-mail: cjssm@pim.ac.th
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