动态系统理论视角下的定向动机流个案研究
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摘要
定向动机流构念是在追求个人目标、愿景下的高强度且持续的更高级动机结构。本文使用质化研究方法,聚焦某本科院校四名应届毕业生所经历的高强度、持续性的动机轨迹,检验其动机行为中是否存在定向动机流的核心特征,从而验证其结构的有效性。研究表明,受试的动机行为中存在动机特征,即有长期目标的动机行为的方向性、显著的促成性结构、积极的情感;体现了定向动机流结构在个体及群组层面创造长期动机的实用价值。
DMC describes a motivational superstructure of a period of intense and enduring motivation in pursuit of a highly desired personal goal and vision. Focusing on periods of unusually intense and enduring motivation experienced by L2 learners of newly-built college, the purpose of this interview-based case study is to consider whether core characteristics of DMCs can be identified in participants' descriptions of sustained motivated behaviour, thereby considering the validity of the DMC construct. Results reveal that motivated behaviour is characterised by features similar to those outlined in DMC, namely the presence of a salient facilitative structure, the generation of positive emotionality, and the direction of motivated behaviour toward long term identity investment goals. The result indicates that the DMC construct captures a unique form of motivation worthy of investigation on the individual and group levels.
DMC describes a motivational superstructure of a period of intense and enduring motivation in pursuit of a highly desired personal goal and vision. Focusing on periods of unusually intense and enduring motivation experienced by L2 learners of newly-built college, the purpose of this interview-based case study is to consider whether core characteristics of DMCs can be identified in participants' descriptions of sustained motivated behaviour, thereby considering the validity of the DMC construct. Results reveal that motivated behaviour is characterised by features similar to those outlined in DMC, namely the presence of a salient facilitative structure, the generation of positive emotionality, and the direction of motivated behaviour toward long term identity investment goals. The result indicates that the DMC construct captures a unique form of motivation worthy of investigation on the individual and group levels.
引文
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[2] Castillo Zaragoza,E.D.Identity,motivation and plurilingualism in self-access centers[A].In G.Murray,X.Gao & T.Lamb(eds.).Identity,Motivation and Autonomy in Language Learning[C].Bristol,UK:Multilingual Matters,2011:91-106.
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[4] Csikszentmihalyi,M.Optimal Experience:Psychological Studies of Flow in Consciousness[M].Cambridge:Cambridge University Press,1988:3-14.
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[12]D?rnyei,Z.& E.Ushioda.Teaching and Researching Motivation (2nd edn.)[M].Harlow,UK:Longman,2011.
[13]Gaggioli,A.,Milani,L.,Mazzoni,E.& G.Riva.Networked flow:A framework for understanding the dynamics of creative collaboration in educational and training settings[J].The Open Education Journal,2011(4):41-49.
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[16]Henry,A.The dynamics of L3 motivation:A longitudinal 1interview/observation-based study[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:83-94.
[17]Levin,I.M.Vision revisited:Telling the story of the future[J].Journal of Applied Bevhavioral Science,2000(36):91-107.
[18]Locke,E.A.& G.P.Latham.A Theory of Goal Setting and Task Performance[M].Englewood Cliffs,NJ:Prentice Hall,1990.
[19]Markus,H.& P.Nurius.Possible selves[J].American Psychologist,1986(41):954-969.
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[21]Muir,C.& Z.D?rnyei.Directed motivational currents:Using vision to create effective motivational pathways[J].Studies in Second Language Learning and Teaching,2013(3):357-375.
[22]Norton,B.Identity and Language Learning:Extending the Conversation[M].Bristol,UK:Multilingual Matters,2013.
[23]Sawyer,R.K.Group creativity:Musical performance and collaboration[J].Psychology of Music,2006(34):148-165.
[24]Schernoff,D.Flow in the classroom[J].Education Week,2013(3):38-45.
[25]Sheldon,K.M.& A.J.Elliot.Not all personal goals are personal:Comparing autonomous and controlled reasons for goals as predictors of effort and attainment[J].Personality and Social Psychology,1998(5):546-557.
[26]Sheldon,K.M.& A.J.Elliot.Goal striving,need satisfaction,and longitudinal well-being:The self-concordance model[J].Journal of Personality and Social Psychology,1999(3):482-497.
[27]Sheldon,K.M.& L.Houser-Marko.Self- concordance,goal attainment,and the pursuit of happiness:Can there be an upward spiral?[J].Journal of Personality and Social Psychology,2001(1):152-165.
[28]Smith,J.A.& M.Osborn.Interpretative phenomenological analysis[A].In J.A.Smith (ed.).Qualitative Psychology (2nd edn.)[C].London:SAGE,2008:53-80.
[29]Ushioda,E.Motivating learners to speak as themselves[A].In G.Murray,X.Gao & T.Lamb(eds.).Identity,Motivation and Autonomy in Language Learning[C].Bristol,UK:Multilingual Matters,2011:11-24.
[30]Waninge,F.,D?rnyei,Z.& K.de Bot.Motivational dynamics in language learning:Change,stability,and context[J].Modern Language Journal,2014(3):704-723.
[31]Yashima,T.& K.Arano.Understanding EFL learners’ motivational dynamics:A three-level model from a dynamics systems and sociocultural perspective[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:285-314.
[32]常海潮.定向动机流——二语动机理论研究新进展[J].现代外语,2016(5):704-713.
[33]李绍鹏,杨连瑞.社会动态视角的二语动机研究[J].山东外语教学,2015(1):50-56.
[34]杨丽娟,于江玲.教师自主支持行为对学生二语动机自我系统影响的结构分析[J].西安外国语大学学报,2017(4):62-66.
[35]尹洪山.二语写作中的定向动机流[J].外语学刊,2018(2):64-68.
(1)自我评估动机轨迹图中的sem指学期。
[2] Castillo Zaragoza,E.D.Identity,motivation and plurilingualism in self-access centers[A].In G.Murray,X.Gao & T.Lamb(eds.).Identity,Motivation and Autonomy in Language Learning[C].Bristol,UK:Multilingual Matters,2011:91-106.
[3] Chan,L.,D?rnyei,Z.& A.Henry.Learner archetypes and signature dynamics in the language classroom:A retrodictive qualitative modelling approach to studying L2 motivation[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:238-259.
[4] Csikszentmihalyi,M.Optimal Experience:Psychological Studies of Flow in Consciousness[M].Cambridge:Cambridge University Press,1988:3-14.
[5] Deci,E.L.& R.M.Ryan.Intrinsic Motivation and Self-Determination in Human Behaviour[M].New York:Plenum,1985:93.
[6] D?rnyei,Z.The L2 motivational self system[A].In Z.D?rnyei & E.Ushioda(eds.).Motivation,Language Identity and the L2 Self[C].Bristol,UK:Multilingual Matters,2009:9-42.
[7] D?rnyei,Z.,Henry,A.& C.Muir.Motivational Currents in Language Learning:Frameworks for Focused Interventions[M].New York:Routledge,2016.
[8] D?rnyei,Z.,Ibrahim,Z.& C.Muir.Directed Motivational Currents:Regulating complex dynamic systems through motivational surges[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:95-105.
[9] D?rnyei,Z.& M.Kubanyiova.Motivating Learners,Motivating Teachers[M].Cambridge:Cambridge University Press,2014.
[10]D?rnyei,Z.,Muir,C.& Z.Ibrahim.Directed Motivational Currents:Energising language learning through creating intense motivational path-ways[A].In D.Lasagabaster,A.Doiz & J.M.Sierra(eds.).Motivation and Foreign Language Learning:From Theory to Practice[C].Philadelphia/Amsterdam:John Benjamins,2014:9-29.
[11]D?rnyei,Z.& T.Murphey.Group Dynamics in the Language Classroom[M].Cambridge:Cambridge University Press,2003.
[12]D?rnyei,Z.& E.Ushioda.Teaching and Researching Motivation (2nd edn.)[M].Harlow,UK:Longman,2011.
[13]Gaggioli,A.,Milani,L.,Mazzoni,E.& G.Riva.Networked flow:A framework for understanding the dynamics of creative collaboration in educational and training settings[J].The Open Education Journal,2011(4):41-49.
[14]Gardner,R.C.Integrative motivation and second language acquisition[A].In Z.D?rnyei & Alastair Henry(eds.).Motivation and Second Language Acquisition[C].Honolulu,HI:University of Hawai’i Press,2001:1-20.
[15]Henry,A.Examining the impact of L2 English on L3 selves:A case study[J].International Journal of Multilingualism,2011(3):235-255.
[16]Henry,A.The dynamics of L3 motivation:A longitudinal 1interview/observation-based study[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:83-94.
[17]Levin,I.M.Vision revisited:Telling the story of the future[J].Journal of Applied Bevhavioral Science,2000(36):91-107.
[18]Locke,E.A.& G.P.Latham.A Theory of Goal Setting and Task Performance[M].Englewood Cliffs,NJ:Prentice Hall,1990.
[19]Markus,H.& P.Nurius.Possible selves[J].American Psychologist,1986(41):954-969.
[20]Miller,R.B.& S.J.Brickman.A model of future-oriented motivation and self-regulation[J].Educational Psychology Review,2004(1):9-33.
[21]Muir,C.& Z.D?rnyei.Directed motivational currents:Using vision to create effective motivational pathways[J].Studies in Second Language Learning and Teaching,2013(3):357-375.
[22]Norton,B.Identity and Language Learning:Extending the Conversation[M].Bristol,UK:Multilingual Matters,2013.
[23]Sawyer,R.K.Group creativity:Musical performance and collaboration[J].Psychology of Music,2006(34):148-165.
[24]Schernoff,D.Flow in the classroom[J].Education Week,2013(3):38-45.
[25]Sheldon,K.M.& A.J.Elliot.Not all personal goals are personal:Comparing autonomous and controlled reasons for goals as predictors of effort and attainment[J].Personality and Social Psychology,1998(5):546-557.
[26]Sheldon,K.M.& A.J.Elliot.Goal striving,need satisfaction,and longitudinal well-being:The self-concordance model[J].Journal of Personality and Social Psychology,1999(3):482-497.
[27]Sheldon,K.M.& L.Houser-Marko.Self- concordance,goal attainment,and the pursuit of happiness:Can there be an upward spiral?[J].Journal of Personality and Social Psychology,2001(1):152-165.
[28]Smith,J.A.& M.Osborn.Interpretative phenomenological analysis[A].In J.A.Smith (ed.).Qualitative Psychology (2nd edn.)[C].London:SAGE,2008:53-80.
[29]Ushioda,E.Motivating learners to speak as themselves[A].In G.Murray,X.Gao & T.Lamb(eds.).Identity,Motivation and Autonomy in Language Learning[C].Bristol,UK:Multilingual Matters,2011:11-24.
[30]Waninge,F.,D?rnyei,Z.& K.de Bot.Motivational dynamics in language learning:Change,stability,and context[J].Modern Language Journal,2014(3):704-723.
[31]Yashima,T.& K.Arano.Understanding EFL learners’ motivational dynamics:A three-level model from a dynamics systems and sociocultural perspective[A].In Z.D?rnyei,P.D.MacIntyre & A.Henry(eds.).Motivational Dynamics in Language Learning[C].Bristol,UK:Multilingual Matters,2015:285-314.
[32]常海潮.定向动机流——二语动机理论研究新进展[J].现代外语,2016(5):704-713.
[33]李绍鹏,杨连瑞.社会动态视角的二语动机研究[J].山东外语教学,2015(1):50-56.
[34]杨丽娟,于江玲.教师自主支持行为对学生二语动机自我系统影响的结构分析[J].西安外国语大学学报,2017(4):62-66.
[35]尹洪山.二语写作中的定向动机流[J].外语学刊,2018(2):64-68.
(1)自我评估动机轨迹图中的sem指学期。