本研究在Dörnyei的二语自我系统和Higgins的调节聚焦理论框架内,以426名大学生为被试,采用聚类分析探讨了五种类型学习者的理想自我、应该自我以及二语学习经验是如何动态地构建了其二语自我系统,学习者的动机调节聚焦分类则进一步揭示了调节取向与动机因素之间的互动关系。结果显示:聚类分析方法将研究视角从变量转向学习者“全人”,有助于呈现二语自我系统的动态性;五类学习者在动机因素和动机结果方面有不同的组合特征,主要是理想自我及其相关动机因素与强动机低焦虑相关,而应该自我及其相关动机因素与弱动机高焦虑相关;理想自我对促进取向者的作用远大于预防取向者,而应该自我仅对预防取向者有作用,对促进取向者不起作用。总之,不同调节取向的学习者通过不同的动机路径,调动了自身潜在的不同动机因素,进而导致了不同的动机结果。
Within the theoretical framework of Dörnyei's L2 MSS and Higgins' regulatory focus, the current study, by adopting cluster analysis, explores the dynamic construction of five types of learners' L2 motivational selves (426 college freshmen as subjects) by their ideal L2 self, ought to L2 self, L2 learning experience, and the interaction between learners' regulatory focus and their motivational factors. The results indicate that (1)cluster analyses, with an emphasis on learners rather than variables, are conducive to revealing the dynamic complexity of L2 self; (2) five types of learners demonstrate distinct motivational configurations, i.e., the ideal self being associated with strong motivation and less anxiety, and the ought to self being associated with weak motivation and more anxiety; (3) while the promotion focus motives are associated with motivated behavior of both the promotion and prevention oriented learners, the prevention focus factors only works for the prevention oriented learners. The study suggests that there are learners of different motivational types and orientations who approach the learning process through different motivational paths.
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