ArticleFrontiers in psychology2024
The mediating role of English learning motivation between socioeconomic status and pragmatic awareness.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
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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