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Ideal L2 Self, Visual Learning Styles, and L2 Self Confidence in predicting Language Proficiency and L2WTC: A Structural Equation Modeling

以理想我ˎ視覺學習型態ˎ自信心來預測第二語言能力和溝通意願:結構方程模式之研究

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Abstract

This study intends to identify the interrelationships between motivation, perceptual learning styles, cognitive variables, and language proficiency in a single framework. In particular, the role of the Ideal L2 self, visual learning styles, and L2 confidence for predicting learners’ language proficiency and their willingness to communicate in real life were investigated. The results revealed that visual learning styles have a positive effect on the Ideal L2 self and are indirectly associated with L2 proficiency through the mediating function of motivation. These relationships provide evidence that learners with more vivid images of the distance between their actual and Ideal L2 selves find learning a goal-oriented activity and as a result, are encouraged to make more endeavors to reach higher levels of proficiency. The desire to bridge the gap between their current and ideal selves helps learners reduce anxious arousals and feel more competent to accomplish L2 tasks, which in turn helps learners be more prepared and willing to communicate. Finally, implications for language teachers and policy makers to inspire learners to become more engaged in L2 activities are discussed.

摘要

本研究旨在確定於單一架構下,動機、察覺學習類型、認知變數和語言能力之間的相互關係。特別調查以理想我、視覺學習型態、自信心來預測學習者的語言能力以及他們實際的溝通意願。研究結果顯示透過動機的中介效果,視覺學習型態對理想我有正向的影響以及與第二語言能力有間接的關聯。這些關係證明學習者有實際我和理想我之間距離的生動影像;他們發現學習是一個目標為導向的活動,因此受到鼓勵,進而更努力達到更高水平的語言能力。渴望彌合在實際我與理想我之間的差距,可以幫助學習者降低焦慮的產生,有助於學習者感到更有能力去完成語言任務;進而幫助他們做更充分的準備和有意願去進行溝通。本文針對語言教師和政策制定者,提供相關激勵學習者在投入語言活動的研究建議。

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  1. Shahid Sattari Aeronautical University of Sciences and Technologies, Tehran, Iran

    Ali Asghar Ghasemi

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Ghasemi, A.A. Ideal L2 Self, Visual Learning Styles, and L2 Self Confidence in predicting Language Proficiency and L2WTC: A Structural Equation Modeling. English Teaching & Learning 42, 185–205 (2018). https://doi.org/10.1007/s42321-018-0010-8

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