积极倾听
心理学
任务(项目管理)
透视图(图形)
自我效能感
突出
语言习得
语言教育
数学教育
社会心理学
计算机科学
沟通
管理
人工智能
经济
作者
Jie Xu,Xuyan Qiu,Liu Yang
出处
期刊:International Review of Applied Linguistics in Language Teaching
[De Gruyter]
日期:2023-08-21
标识
DOI:10.1515/iral-2023-0038
摘要
Abstract Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of instruction at a university in China. Latent growth modeling was used to analyze questionnaire data. The results show a significant increase in students’ intrinsic motivation and self-efficacy in L2 listening during task implementation in contrast to a decrease in their extrinsic L2 listening motivation in TSLT classrooms. Learners with higher English proficiency tended to have better listening self-efficacy, and changes in L2 speaking motivation and self-efficacy were not salient. Implications for teaching and learning L2 listening and speaking are also discussed.
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