混合式教学环境下日语学习者交际意愿和动机的相关性研究——以D大学《基础日语》课程为例

A Study of the Correlation between Japanese Learners’ Communicative Willingness and Motivation in a Blended Learning Environment—Taking the “Basic Japanese” Course at University D as an Example

摘要: 本研究将以二语动机自我系统理论为基础，对混合式教学环境下日语学习者的交际意愿和二语动机自我系统的现状进行调查，并通过描述性统计和SEM结构方程模型等方法考察二者之间的相关性。研究发现：(1) 在混合式教学环境下，日语学习者的二语动机自我系统各个维度对线下课堂交际意愿和线上学习环境交际意愿的影响强弱均为：二语学习经历 > 理想二语自我 > 应该二语自我；(2) 二语学习经历和理想二语自我对交际意愿有直接影响，应该二语自我对交际意愿无直接影响，且间接影响较弱；(3) 线下课堂交际意愿对线上学习环境交际意愿具有直接影响。因此，在混合式教学中，为培养学生的日语交际意愿，应该注重学生的理想二语自我构建，积极引导使其获得良好的二语学习体验。同时，在线下课堂应该注重引导学生用日语进行交际，并给出即时、积极的正反馈，以促进学生在线上学习环境的交际意愿。

Abstract: Based on the theory of second language motivational self-systems, this study will investigate the current status of Japanese learners' communicative intention and second language motivational self-systems in a blended learning environment, and examine the correlation between the two through descriptive statistics and SEM structural equation modeling, among other methods. The study found that: (1) in the blended learning environment, the strength of the influence of each dimension of Japanese learners' bilingual motivational self-system on communicative intention in the offline classroom and communicative intention in the online learning environment is as follows: bilingual learning experience > ideal bilingual ego > should bilingual ego; (2) the bilingual learning experience and ideal bilingual ego have a direct effect on communicative intention, while should bilingual ego does not have a direct effect on communicative intention and has a weaker indirect effect; (3) offline classroom communicative willingness has a direct influence on online learning environment communicative willingness. Therefore, in order to cultivate students’ communicative willingness in Japanese language in blended teaching, we should pay attention to the construction of students’ ideal second-language selves, and actively guide them to obtain a good second-language learning experience. At the same time, the offline classroom should focus on guiding students to communicate in Japanese and give immediate and positive feedback to promote students’ willingness to communicate in the online learning environment.