国际姿态作为一种动机倾向,对探究新世纪语言学习者的动机行为有重要作用。本研究以Scopus数据库为文献来源,采用可视化知识图谱分析软件CiteSpace,对国际姿态领域的研究焦点和发展趋势展开分析。研究发现:国际姿态研究主要围绕语言学习动机、交际意愿、教学研究和目标语学习四个焦点问题展开调查;随着全球化的进一步加深,以及各种数字技术飞速发展,国际姿态将继续与动机理论结合,探讨网络环境下语言学习者的动机倾向;汉语国际地位的逐渐提升,以汉语为目标语的国际姿态研究得到发展,未来可期。
As a motivational tendency, International Posture (IP) plays an important role in predicting motivational behavior of language learners in the new century. The present study applies CiteSpace, the software of Scientometric Analysis, to analyze the research focus and trends of IP. The research data came from Scopus. The result showed that: 1) The study of IP mainly concentrated on the four focal issues of language learning motivation, willingness to communicate, teaching practice and target language learning; 2) With the rapid development of globalization and various digital technologies, IP will continue to be combined with motivation theory to explore the motivational tendencies of online language learners; 3) The gradual improvement of the international status of Chinese, the research of IP in Chinese as the target language has been developed, and more future studies could be expected.
国际姿态,外语学习动机,CiteSpace, International Posture Language Learning Motivation CiteSpace摘要
The Research Focus and Trends on International Posture in the Field of Foreign Language Learning Motivation
Xiaoli Feng, Lianghong Hui
College of Foreign Studies, Northeastern University, Shenyang Liaoning
Received: Apr. 23rd, 2022; accepted: May 24th, 2022; published: May 31st, 2022
ABSTRACT
As a motivational tendency, International Posture (IP) plays an important role in predicting motivational behavior of language learners in the new century. The present study applies CiteSpace, the software of Scientometric Analysis, to analyze the research focus and trends of IP. The research data came from Scopus. The result showed that: 1) The study of IP mainly concentrated on the four focal issues of language learning motivation, willingness to communicate, teaching practice and target language learning; 2) With the rapid development of globalization and various digital technologies, IP will continue to be combined with motivation theory to explore the motivational tendencies of online language learners; 3) The gradual improvement of the international status of Chinese, the research of IP in Chinese as the target language has been developed, and more future studies could be expected.
Keywords:International Posture, Language Learning Motivation, CiteSpace
基于Gardner (1985)的融入型动机维度,Yashima (2004)从Norton (2001)“想象中的社区”得到启发,将学习者想要融入的“二语社区”修改为“想象的国际社会” [10]。Yashima (2002: 57)将“国际姿态”(IP)定义为“对外交或国际事务的兴趣,愿意出国停留或工作,愿意与跨文化合作伙伴互动,并希望对不同文化采取开放或非种族中心的态度等” [2],反映了英语学习者对参与想象中国际社会的兴趣 [11]。该理论的测量维度近年来呈现出动态调整的趋势,其主要包含四个维度,分别是对国际工作和活动的兴趣(Interest in International Vocation and Activities, IIVA)、跨组趋–避倾向(Inter-Group Approach-Avoidance Tendency, IAT)、对国外新闻的兴趣(Interest in International News, IIN)、交际意图(Having Things to Communicate to the World, HTCW) [11]。在EFL语境中,具有较高国际姿态的学习者会设想学习和使用英语参与想象中的国际社会活动。这种融入国际社会的愿望是英语学习中一个重要的动机视角。实证研究发现国际姿态与其他英语学习动机变量显著相关,如二语动机自我系统 [12],交际意愿 [2] [13],理想二语自我 [11] [14] [15] 和学习策略 [16] 等。学者们普遍认为国际姿态是一种积极的动机结构,对英语学习有促进作用。从国际姿态角度探究英语学习动机,能够帮助我们梳理实际情况,解决现实问题。
3. 理论基础3.1. 交际意愿
国际姿态起初仅作为一种学习态度,用来验证交际意愿模型,后在此基础上不断发展成独立的变量。交际意愿原被用于第一语言交际,后被MacIntyre & Charos (1996)引入到二语研究领域,主要指语言学习者在某个特定时刻用第二语言与群体交谈的愿望 [17]。MacIntyre表示,可感知的交际能力和交流焦虑能预测交际意愿(WTC),从而影响二语交流的频率。在后续的研究中,MacIntyre等人(1998)对WTC模型进行了完善,认为影响交流意愿的因素还包括学习者的性格、二语自信、群体间的氛围、态度及动机 [18]。这些因素相互交织,共同影响交际意愿。Yashima (2002: 61)在日本EFL环境中对该模型进行验证,增加了二语熟练度,删除了部分影响因素,只保留二语自信,学习动机和态度,该研究中的态度即国际姿态 [2]。其研究运用问卷调查法,旨在探究国际姿态如何通过调控英语动机水平和熟练度影响交际意愿。该研究中国际姿态包含四个维度,即跨文化友谊取向、对国外事务的兴趣、群体间趋-避倾向和对国际职业/活动的兴趣。Yashima (2004, 2008, 2009)多次探究了交际意愿各维度与国际姿态之间的关系,通过不断修改和完善子量表,最终得出,国际姿态包含跨组趋近取向(Intergroup Approach Tendency),国际工作或活动(International Vocation/Activities),对国际新闻的兴趣(Interest in International News),以及交际意图(Having Things to Communicate)。这四个维度构成了一个二阶结构,前两者属于态度/行为倾向,后两者属于知识倾向 [11] [19] [20]。该结构后来多被用于动机研究中,通常被视作动机的影响因素或动机变量。
The research focuses and representative keywords of international postur
序号
研究焦点
代表性关键词
数量
1
国际姿态与学习动机
International posture; L2 learning motivation; ideal and ought to L2 self; L2 motivational self system; attitude/motivation test battery(AMTB); integrativeness; instrumental motivation; imaged self; intrinsic and extrinsic motivation
9
2
国际姿态与交际意愿
willingness to communicate; intercultural competence; perceived communicative competence; attitude; an imagined global community; contact theory; international orientation; communication; international posture
9
3
国际姿态与教学研究
L2 anxiety; language teacher education; Chinese language teaching; curricula; English in education; language aquisition; English as a medium of instruction; learning strategy; learner difference; classroom; higher education
11
4
国际姿态与目标语
Pakistan; Iran; Japan; Indonesia; Turkish; Korean; Spanish; Hongkong; EFL; L2 exposure; learning context; English as a lingua franca; language other than English
随着国际姿态与动机研究的深入,国际姿态对英语教学的价值逐渐被挖掘。以往研究多从学生个人情绪,个体差异等层面探讨国际姿态对英语学习的影响,从教师和课堂角度出发的研究不多,在近几年才得到发展。Sung (2019)将二语学习视为一种投资,通过调查香港大学生在不同语境下的身份认同与二语学习经历,发现想象的未来社区与想象身份会促使学习者花费更多的时间和精力学习英语[33]。Baker (2016)从教学出发,认为语言、群体和文化存在多样性和复杂性,在跨文化现象越来越普遍的大学,教学应该超越单一的文化、语言或民族关系,而语言意识和跨文化意识可以增加英语学习者学习和交流的动力 [34]。Tabira和Goto (2017)认为,教师在教学过程中加入国际文化信息,会培养学生的国际姿态,而国际姿态的增加能有效促进交际意愿和目标语学习 [35]。Köksal和Tercan (2019)探讨英语教学专业学生的国际姿态和对英语作为教学媒介(English as a Medium of Instruction, EMI)课程的认知 [36],研究发现,英语课程可以通过提升学生的学习自信和对国际社会文化的认识,提高学生的国际姿态,从而促进英语学习,证明学生对英语课程的积极态度也会促使学生获取更多语言学习技能。因此,除了个人英语学习,教师,课堂等教学因素与国际姿态也存在复杂的内在联系。
5.4. 国际姿态与目标语
国际姿态起初仅用来探究日本英语学习者的英语学习动机,但其在全球化进程与英语作为全球通用语言(English as Lingua Franca)背景中的适用性,使该理论得到了推广。有研究者将国际姿态引入到自己国家的语言环境中,如伊朗 [37]、巴基斯坦 [15]、土耳其 [38] 等,再次证明了国际姿态对学习动机以及学习行为的积极促进作用。Yashima (2002)认为,国际姿态的产生跟英语成为全球通用语有关 [2]。在此背景下,学习者构建想象的国际社区能促进交际意愿,培养对英语的积极态度,加大英语作为交流工具的使用。英语普遍的使用范围及其作为全球语言的地位,是推动国际姿态研究的核心动力。值得注意的是,许多国际姿态研究将英语以外的语言当作目标语,使国际姿态不再局限于英语作为全球通用语的初始假设。目前已有学者将国际姿态迁移到其他语言学习动机的研究中,如将西班牙语 [39]、阿拉伯语 [40]、汉语 [31] [41] [42] 等作为目标语言。这些研究虽与Yashima提出国际姿态的背景不完全相同,但在一定程度上体现了将英语以外的语言当作目标语的学习动机。随着许多亚洲国家综合实力的提升,将来开展以亚洲国家语言为目标语的研究有逐渐扩大的趋势。
冯晓丽,惠良虹. 外语学习动机领域国际姿态的研究焦点与发展趋势The Research Focus and Trends on International Posture in the Field of Foreign Language Learning Motivation[J]. 现代语言学, 2022, 10(05): 1143-1151. https://doi.org/10.12677/ML.2022.105153
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