针对泰国学生汉语学习动机已有研究中存在的量化研究水平较低、运用理论陈旧、理论 探究浅缺等问题，本文引用“二语动机自我系统”这一现阶段学界内运用较为广泛的新理论 在其基本理论框架基础上构建和验证理论假设模型，开展面向泰国学生的汉语学习动机问卷调 查与研究，并尝试对“二语动机自我系统”理论之现存不足进行探讨与分析。分析结果显示 本研究的各变量中，“理想二语自我”“应该二语自我”“期望价值”均对学习动机有显著正 向影响；“理想二语自我”“应该二语自我”对“期望价值”有显著正向影响；“期望价值 在“理想二语自我”和二语学习动机之间，以及在“应该二语自我”和二语学习动机之间发挥 中介作用。实验结果还证明了自我差异可以“倒U型”调节“理想二语自我”及“应该二语自 我”通过“期望价值”对二语学习动机所施加的影响。本研究可为泰国汉语学习者群体学习动 机的研究与提升，以及为“二语动机自我系统”理论自身的完善和发展提供借鉴。
In view of the problems existing in the current research on Thai students’ Chinese learning motivation, such as the low level of quantitative research, the outdated theories used, and the lack of reflection and exploration of the theories used, this paper applies the new theory of the second language motivational self system, which is widely used in academic circles at this stage, and constructs and verifies the theoretical hypothesis model on the basis of its fundamental theoretical framework. A questionnaire survey and research on Chinese learning motivation for Thai students was carried out in an attempt to explore and analyze the existing shortcomings of the second language motivational self system theory. The analysis results show that among the variables in this study, “Ideal L2 Self”, “Ought-to L2 Self”, and “Expected Value” all have a significant positive impact on learning motivation. Moreover, “Ideal L2 Self” and “Ought-to L2 Self” have significant positive effects on “Expected Value”, “Expected Value” plays an intermediary role between “Ideal L2 Self” and second language learning motivation and between “Ought-to L2 Self” and second language learning motivation. The experimental results also indicated that self differences can lead to an “inverted U” that regulates the influence of “Ideal L2 Self” and “Oughtto L2 Self” on second language learning motivation through “Expected Value”. This study provides contributions to the research on and improvement of the learning motivation of Thai Chinese learners and the improvement and development of the second language motivational self system theory itself.
