【摘要】 本研究通过问卷调查1350名中国英语学习者,比较了大学英语课堂中教师总支持及三个分维度支持(自主、胜任和归属支持)对学习者英语课堂学习总投入及三个分维度投入(情感、认知和行为投入)的作用。描述性统计和相关分析发现,教师支持与学习者的学习投入呈现出显著相关,并存在较大的个体间差异性。回归分析结果表明,教师总支持对学习者学习投入不同维度的影响均显著高于教师支持单一维度对其的影响。在教师支持的三个维度中,自主支持对学习者情感投入的影响略高于胜任支持,而对学习者认知投入的影响略低于后者;归属支持对学习者学习投入的效用最大。本研究为科学实施教师支持策略、建设支持性课堂教学提供实证参考。更多还原

【Abstract】 Through a questionnaire survey among 1350 Chinese English learners,this study compares the effects of the total and three sub-dimensions of teacher support(autonomy,competence,and relatedness support)on learners’ total and three subdimensional learning engagement(emotional,behavioral,and cognitive engagement) in the context of College English classrooms. Results of the descriptive analysis and correlation analysis reveal the significant correlations between teacher support and learners’ learning engagement,and there exist relatively big individual differences. Results of the multiple linear regression analysis reveal that compared to a single sub-dimension of teacher support,the total teacher support has greater effect on learners’ learning engagement. Among the three sub-dimensions of teacher support,teachers’ autonomy support is more associated with learners’ emotional engagement,while is less associated with their cognitive engagement than that of teachers’ competence support;teachers’ relatedness support exerts the largest effect on enhancing learning engagement. This study provides empirical evidence for the scientific implementation of teacher support strategies and for the construction of supportive classrooms.更多还原