第二語言習(xí)得過程中,二語學(xué)習(xí)者往往表現(xiàn)出個體差異,而這些個體差異反過來對二語習(xí)得過程也發(fā)揮著重要作用。學(xué)習(xí)動機正是影響二語習(xí)得過程的重要個體差異因素之一,因此二語學(xué)習(xí)動機一直是應(yīng)用語言學(xué)界的一大研究熱點。在諸多二語學(xué)習(xí)動機研究中,D?rnyei(2009)所提出的“二語動機自我系統(tǒng)”,是當(dāng)前最新二語動機理論。該理論由三個部分組成:理想二語自我,應(yīng)該二語自我和學(xué)習(xí)者的學(xué)習(xí)經(jīng)歷。國際上,研究者已從不同的角度出發(fā),在多種情境下對該理論進行了系統(tǒng)地驗證。此外,隨著網(wǎng)絡(luò)技術(shù)和移動設(shè)備的飛速發(fā)展,利用移動設(shè)備隨時隨地開展二語或外語學(xué)習(xí)的方式也越來越普遍,也收到越來越多學(xué)者的關(guān)注。然而大多數(shù)已有研究更關(guān)注移動設(shè)備輔助語言學(xué)習(xí)的效果,從而忽略了學(xué)習(xí)者動機因素。二語學(xué)習(xí)動機與移動語言學(xué)習(xí)之間的相互作用還未得到廣泛的研究。本研究以D?rnyei(2009)的二語動機自我系統(tǒng)為理論框架,以中國某高校6名以英語為第二語言的學(xué)習(xí)者為研究對象,采用個案研究的方法,通過為期12周的訪談、日記、觀察等方法對這些學(xué)習(xí)者使用移動語言學(xué)習(xí)的動機進行研究,同時也對這些學(xué)習(xí)者的二語學(xué)習(xí)動機和他們使用移動設(shè)備進行語言學(xué)習(xí)之間的相...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Nomenclature
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 The Purpose and Significance of the Study
Chapter 2 Literature Review
    2.1 L2 Learning Motivation
    2.2 The L2 Motivational Self System
        2.2.1 Three Dimensions of L2MSS
        2.2.2 Empirical Research of L2MSS
        2.2.3 Qualitative Research on L2 Motivation Informed by the L2MSS
    2.3 Mobile-Assisted Language Learning
        2.3.1 Overview of MALL
        2.3.2 Motivational Factors in the Process of MALL
Chapter 3 Research Methods
    3.1 Research Questions
    3.2 Research Methods
        3.2.1 Qualitative Research Paradigm
        3.2.2 Case Study Approach
    3.3 Research Context
    3.4 Participants
    3.5 Data Collection
        3.5.1 Research Instruments
        3.5.2 Data Collection
    3.6 Data Analysis
    3.7 Trustworthiness
Chapter 4 Results
    4.1 Yi: A Highly Motivated Learner in MALL
        4.1.1 Yi's Background
        4.1.2 Yi's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.1.3 Yi's Engagement and Learning Experience with Mobile APPs
        4.1.4 Summary of Yi's Case
    4.2 Ye: A Highly Motivated Learner in MALL
        4.2.1 Ye's Background
        4.2.2 Ye's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.2.3 Ye's Engagement and Learning Experience with Mobile APPs
        4.2.4 Summary of Ye's Case
    4.3 Heng: A Highly Motivated Learner in MALL
        4.3.1 Heng's Background
        4.3.2 Heng's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.3.3 Heng's Engagement and Learning Experience with Mobile APPs
        4.3.4 Summary of Heng's Case
    4.4 Xun: A Moderately Motivated Learner in MALL
        4.4.1 Xun's Background
        4.4.2 Xun's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.4.3 Xun's Engagement and Learning Experience with Mobile APPs
        4.4.4 Summary of Xun's Case
    4.5 Xiang: A Moderately Motivated Learner in MALL
        4.5.1 Xiang's Background
        4.5.2 Xiang's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.5.3 Xiang's Engagement and Learning Experience with Mobile APPs
        4.5.4 Summary of Xiang's Case
    4.6 Qun: A Low-motivated Learner in MALL
        4.6.1 Qun's Background
        4.6.2 Qun's L2-learning Motivation Profile in the Process of Using English-learning APPs
        4.6.3 Qun's Engagement and Learning Experience with Mobile APPs
        4.6.4 Summary of Qun's Case
    4.7 The Interaction Between the Motivation and Experience of MALL
Chapter 5 Discussion
    5.1 Motivational Factors Influencing Learners' Experience in the Process of MALL
        5.1.1 The Ideal L2 Self
        5.1.2 The Ought-to L2 Self
    5.2 Learners' Engagement in MALL
    5.3 Other Factors Mediating Learners' Engagement in the Process of MALL
Chapter 6 Conclusion
    6.1 Summary of the Findings and Significance
    6.2 Pedagogical Implications
    6.3 Limitations and Directions for Future Research
References
Appendix
    Appendix 1 Interview Guide for Participants
    Appendix 2 Semi-structured Journal to Record Participants' Use of APPs for L2 LearningPurposes
Acknowledgements



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