Xu Jian
Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China.
Front Psychol. 2017 Dec 22;8:2201. doi: 10.3389/fpsyg.2017.02201. eCollection 2017.
The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.
本研究以期望价值理论为框架，调查了二语听力测试情境中的应试动机。具体而言，本研究旨在利用中国一年级本科生大规模高风险语言测试的数据，检验期望、重要性、兴趣、听力焦虑、听力元认知意识和听力测试成绩之间的复杂关系。采用结构方程模型来检验听力元认知意识在期望、重要性、兴趣、听力焦虑和听力测试成绩之间关系中的中介作用。结果显示，期望、兴趣和听力焦虑能显著预测应试者的听力成绩。期望、兴趣、听力焦虑与听力测试成绩之间的关系由听力元认知意识介导。这些发现对应试者提高应试动机和听力元认知意识具有启示意义，同时也为二语教师干预二语听力课堂提供了参考。
