背景:该研究探讨了中国英语作为外语(EFL)教育中的语言习得,英语水平对于全球机会至关重要。随着中国的崛起,对英语技能的需求超越了沟通,包括学术和商业成功。中国教育体系强调熟练的英语写作,以实现继续教育和专业成就。本研究调查了中国英语学习者的复杂语言环境,分析心理因素的交集,文化细微差别,多样化的教学法,和个人经历。
方法:利用结构方程模型(SEM)进行分析,能够创建一个度量集来探索完美主义等无形资产,学习自我效能感,动机,学习习惯,文化影响,和反省。这项研究利用了来自中国不同地区多所大学的不同样本,纳入人口统计学因素,以涵盖EFL学习者社区内的各种特征。
结果:结果显示完美主义(β=0.30,p<0.001),学习自我效能感(β=0.25,p=0.005),动机(β=0.35,p<0.001),学习习惯(β=0.20,p=0.01),自我反省(β=0.28,p<0.001)显著预测写作水平。文化效应(β=0.15,p=0.05)显示出统计学上的显著差异,虽然微不足道,影响。中介-适度分析强调了完美主义作为中介(β=0.25,p=0.005),强调其对其他预测因素的影响。文化因素起调节作用(β=0.15,p=0.01),塑造预测因子和写作技巧之间的联系。中介和调节对写作水平的综合影响是显著的(β=0.20,p=0.02)。
结论:这项研究做出了重大的理论贡献,增强现有模型,为EFL教育工作者和政策制定者提供实用见解。强调心理因素和文化动力之间的复杂关系,强调了复杂的必要性,中国英语教学中的文化敏感语言习得方法。除了语言技能,该研究认识到培养有利于个人发展的环境的重要性,社会文化意识,和整体学习方法。
BACKGROUND: The study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences.
METHODS: Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.
RESULTS: Results reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02).
CONCLUSIONS: This study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.