学习动机与自我认同对大学生英语能力影响的实证研究——以湘西地区高校为例

An Empirical Study on the Impact of Learning Motivation and Self-Identity on College Students’ English Proficiency—Taking Colleges and Universities in Xiangxi as an Example

摘要: 学习动机和自我认同是心理学和教育学领域的重要概念，对英语学习产生深远影响。探索学习动机与自我认同对大学生英语综合应用能力的影响，对提升民族地区高校英语教育质量具有重要意义。本研究从地处湘西地区的吉首大学、怀化学院、张家界学院三所本科高校中选择500名左右非英语专业学生为样本，采用问卷调查获取调查数据，建立方程模型，采用结构方程模型分析法，实证检验学习动机、自我认同与大学生英语综合应用能力的内在关联。研究发现，工具型动机(考试动机81.12%、职业动机68.26%)占主导，文化动机(23.65%)薄弱；自我认同呈现“自信提升与文化冲突并存”的矛盾特征(自信均值3.77 vs文化冲突均值2.41)；学习投入是关键中介变量，对英语能力的贡献率达73.2%。本研究构建“动机–认同–投入–能力”四维模型，旨在为民族地区大学生英语能力培养提供基于创新创业实践的路径方案。

Abstract: Learning motivation and self-identity are important concepts in the fields of psychology and education, which have a profound impact on English learning. Exploring the influence mechanism of learning motivation and self-identity on college students’ comprehensive English application ability is of great significance for improving the quality of English education in colleges and universities in ethnic areas. This study selected about 500 non-English major students from three undergraduate universities in Xiangxi region, namely Jishou University, Huaihua University and Zhangjiajie University, as samples. Questionnaire surveys were used to obtain survey data, equation models were established, and structural equation model analysis was adopted to empirically test the internal relationship between learning motivation, self-identity and college students’ comprehensive English application ability. The study found that instrumental motivation (examination motivation 81.12%, career motivation 68.26%) dominates, while cultural motivation (23.65%) is weak; self-identity presents the contradictory characteristics of “confidence improvement coexisting with cultural conflict” (confidence mean 3.77 vs cultural conflict mean 2.41); learning engagement is a key mediating variable, with a contribution rate of 73.2% to English ability. This study constructs a four-dimensional model of “motivation-identity-engagement-ability”, aiming to provide a path plan based on innovation and entrepreneurship practice for the cultivation of college students’ English ability in ethnic areas.