1、 结构方程模型论文：动机取向下二语词汇习得模式的结构研究【中文摘要】本论文采用结构方程模型统计方法(SEM),根据D(o|)rnyei (2005)的过程导向学习动机理论,把学习动机与词汇知识通过六个潜在变量有效整合起来,构建了一个假设模型图,去深度探索动机取向下二语词汇习得过程的结构模式。根据 D(o|)rnyei (2005)的理论,模型中假设了六个潜在变量:词汇学习背景的初步评估,词汇学习中的自我调节能力,词汇学习策略的使用,词汇学习技巧的掌握,词汇知识,以及词汇学习技巧的后期效果评估。并通过相关文献的大量考察,分别假设了六个变量之间的模型关系。学习动机作为外语学习成功与否的决定性因素,
2、早已引起学者的普遍关注。然而在目前的二语习得研究中,不管理论上还是实践上,都很少有人把词汇学习和动机联系起来,去探索动机取向下词汇学习过程的模式,更没有一个明确的结构模型以供参考。笔者随机选取了辽宁师范大学108(N=108)名非英语专业大学一年级新生作为实验对象,通过调查问卷收集数据.本研究采用 AMOS 分析软件对数据进行分析。首先在前测中使用主轴因子分析法(Principal axis factoring analysis),来检验问卷的效度,即:笔者所构念的测量指标能否有效的检验潜在变量。随后,采用模型基本适配指标检验(Model fit),来决定假设模型与样本数据间的适配度情形,评估
3、笔者所提的假设模型结构能否适用于样本数据。最后采用路径分析(Path analysis)对测量质量及潜在变量间的预测关系进行评估。根据检测得出的数据,对假设模型进行修正,重新评估,最终获得与样本数据良好适配的理论模型。所得的理论模型显示词汇学习遵循一个不断发展的模式,并且是一个循环往复的过程。在结构方程模型的分析过程中,数据显示:在词汇学习过程中,初始动机和自我调节作用尤为突出;词汇学习技巧的掌握和学生的元认知控制能够有效的提高学习效率。该论文所得模型不仅为动机导向下二语词汇习得模式的研究领域起到抛砖引玉的作用,同时为二语习得学生在自学时提供一个自我认知自我监控不断进步的参照。论文最后,笔者对
4、该模式修正过程中所遇到的问题进行了一系列深刻的反思与探讨,并对之后的研究进行了展望。【英文摘要】This study adopting the structural equation modeling approach (SEM), based on the process-oriented motivation learning theory proposed by D(o|)rnyei (2005), integrates motivation and vocabulary learning knowledge with six latent variables and hypothesi
5、zes a structural model in order to explore the motivated L2 vocabulary learning process. According to D(o|)rnyei (2005), six latent variables are assumed: the initial appraisal of vocabulary learning experience, self-regulating capacity of vocabulary learning, strategic vocabulary learning involveme
6、nt, and mastery of vocabulary learning tactics, vocabulary knowledge, and postappraisal of the effectiveness of vocabulary learning tactics. Motivation, as the determination factors of successful L2 learning, has aroused lots of attention. However, it has been noted that neither the theoretical nor
7、the empirical literature of motivation has so far shed enough light on the field of L2 vocabulary learning (Laufer finally we get the last revised model which fit the sample data suitable.The revised model shows that the vocabulary learning process is systematic and cyclic. In the analysis process,
8、the data indicates that in the motivated L2 vocabulary learning process, initial motivation and self-regulation both have significant parts to play; mastery of individual strategies and metacognitive control of vocabulary learning tactics is necessary for efficient learning. We hope the revised stru
9、ctural model of motivated vocabulary learning can contribute to both the theoretical study and autonomous learning instruction. At last, the author explores more questions and supply suggestion for the future study.【关键词】结构方程模型 动机导向下 二语词汇习得 结构模型【英文关键词】SEM Approach Motivated Vocabulary Learning Proces
10、s Structural Model【目录】动机取向下二语词汇习得模式的结构研究 摘要 5-6 Abstract 6 1 Introduction 9-12 1.1 Background of the research 9 1.2 Significance and objective of the study 9-10 1.3 Structure of the thesis 10-12 2 Literature Review 12-17 2.1 Definition of Motivation 12 2.2 Motivation Models in L2 Learning 12-15 2.2.
11、1 Williams and Burdens Social Constructivist Model 12-14 2.2.2 D?rnyei and Otts Process Model 14-15 2.3 Vocabulary and motivation 15-17 3 A Hypothesized Structural Model of Motivated Vocabulary Learning 17-26 3.1 The structural equation modeling 17 3.2 The theoretical foundation of the hypothesized
12、model 17-18 3.3 The elements of the hypothesized model 18-25 3.3.1 Initial appraisal of vocabulary learning experience 18-20 3.3.2 Self-regulating capacity in vocabulary learning 20-21 3.3.3 Vocabulary learning strategy use 21-23 3.3.4 Vocabulary knowledge 23-24 3.3.5 Postappraisal of vocabulary lea
13、rning tactics 24-25 3.4 The hypothesized model 25-26 4 Research Design 26-38 4.1 Purpose of experiment and hypothesis 26 4.2 Methods 26-31 4.2.1 Participants 26 4.2.2 Instruments 26-31 4.2.3 Procedures 31 4.3 Data collection and the results 31-38 4.3.1 Construct validity for the six latent variables
14、 31-33 4.3.2 Model evaluation 33-38 5 Conclusion 38-45 5.1 Major findings 38-43 5.1.1 The vocabulary learning process is systematic and cyclic 38 5.1.2 Initial motivation and self-regulation both play important parts in vocabulary learning process 38-39 5.1.3 Metacognitive control of vocabulary lear
15、ning tactics is necessary for efficien learning 39-41 5.1.4 Post learning Evaluation Is Important to the Learning Process 41 5.1.5 Promoting Autonomous Learning of Vocabulary 41-43 5.2 Pedagogic implications 43 5.3 Limitations of present research 43-44 5.4 Suggestions for the future study 44-45 References 45-50 Appendix 50-53 Acknowledgements 53
