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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Psychology of Language
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1471108
This article is part of the Research Topic Reviews in Psychology of Language View all 8 articles

The Mediating Role of English Learning Motivation between Socioeconomic Status and Pragmatic Awareness

Provisionally accepted
Xiaomeng Hui Xiaomeng Hui 1Yuqing Chen Yuqing Chen 2*
  • 1 College of Foreign Studies, Northeastern University, Shenyang, Liaoning Province, China
  • 2 School of Foreign Languages, Southeast University, Nanjing, Jiangsu Province, China

The final, formatted version of the article will be published soon.

    Socioeconomic status (SES) has received great attention in second or foreign language (SL/FL) learning. 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 292Chinese 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; 4) ideal L2 self, attitudes towards L2 community and attitudes towards learning English significantly mediated the relationship between SES and Chinese EFL learners' PA.

    Keywords: L2 motivational self-system (L2MSS), pragmatic awareness (PA), socioeconomic status (SES), Motivation, Ideal L2 self

    Received: 26 Jul 2024; Accepted: 11 Dec 2024.

    Copyright: © 2024 Hui and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yuqing Chen, School of Foreign Languages, Southeast University, Nanjing, Jiangsu Province, China

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