The mediating role of English learning motivation between socioeconomic status and pragmatic awareness
Socioeconomic status (SES) has received great attention in learning a second or foreign language (SL/FL). However, little research has investigated the association between SES and SL/FL pragmatic learning, let alone the influencing pathways of SES on SL/FL pragmatic awareness (PA). Therefore, this r...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1471108/full |
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| Summary: | Socioeconomic status (SES) has received great attention in learning a second or foreign language (SL/FL). However, little research has investigated the association between SES and SL/FL pragmatic learning, let alone the influencing pathways of SES on SL/FL pragmatic awareness (PA). Therefore, this research aimed to address the link between learners’ SES and PA with the mediating effects of learning motivation based on the L2 motivation self-system (L2MSS) theory by surveying 292 Chinese EFL university students. Structural equation modeling analyses indicated that: (1) SES had no significant effect on ought-to L2 self and intended learning efforts; (2) ought-to L2 self and intended learning efforts had significant predictive effects on PA; (3) SES positively and directly predicted EFL learners’ PA; and (4) ideal L2 self, attitudes toward L2 community, and attitudes toward learning English mediated the relationship between SES and Chinese EFL learners’ PA significantly. |
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| ISSN: | 1664-1078 |