混合式教学环境下日语学习者认知投入的影响因素及引导策略

Influencing Factors and Guiding Strategies of Japanese Learners’ Cognitive Engagement in Blended Teaching Environment

摘要: 本研究以参与D大学混合式课程《基础日语》的141名本科生为受试，通过问卷调查，利用结构方程模型(AMOS26.0)探讨了二语动机自我系统与混合式教学环境下学习者认知投入的关系。研究结果表明：1) 二语学习经历和文化兴趣对混合式教学环境下学习者的认知投入有着显著影响；2) 应该二语自我对混合式教学环境下学习者的认知投入几乎没有影响；3) 理想二语自我、工具型动机(预防)和工具型动机(促进)对混合式教学环境下学习者的认知投入有间接影响，二语学习经历在其中起着重要的中介调节作用。由此我们得到的启发是：在混合式日语教学中，教师应注重线上线下学习资源的建设和更新，通过创新的形式和迎合学习者兴趣的内容吸引他们回归课堂；同时教师应遵循建构主义的学习理论，以“学”为中心，为学习者创造轻松的学习环境，提高他们的日语学习自信心。

Abstract: The present study, through a questionnaire survey among 141 undergraduates participating in the blended course “Basic Japanese” of D University and ran structural equation modeling (AMOS26.0) to explore the relationship between the L2 Motivational Self System and learners’ cognitive engagement in the blended teaching environment. It was found that: 1) L2 learning experience and cultural interest have a significant impact on learners’ cognitive engagement in blended teaching environment; 2) Ought-to L2 Self has no effect on learners’ cognitive engagement in blended teaching environment; 3) Ideal L2 Self, Instrumental Prevent and Instrumental Promote have indirect effects on learners’ cognitive engagement in blended teaching environment, in which second language learning experience plays an important mediating role. The inspirations are as follows: In blended Japanese teaching, teachers should pay attention to the construction and updating of online and offline learning resources, and attract learners to return to the classroom through innovative forms and content that caters to their interests; At the same time, teachers should follow the constructivism learning theory, take “learning” as the center, create a relaxed learning environ-ment for learners, and improve their Japanese learning confidence.