Hypotheses testing results.

Previous studies have established a relationship between Chinese L3 English learners’ learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners’ phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students’ motivation toward PSL either directly or through the mediating effect of self-efficacy.既往研究已证实，汉语作为第三语言的英语学习者（Chinese L3 English learners）的学习策略、学习环境、自我效能感与学习动机之间存在显著关联。然而，针对该群体的语音符号学习（Phonetic Symbol Learning, PSL）相关的上述因素间交互关系的研究仍较为匮乏，且现有相关研究难以明确上述因素对汉语第三语言英语学习者语音符号学习动机的影响程度与作用路径，以及各因素间的相互作用机制。结构方程模型（Structural Equation Modeling, SEM）凭借其基于特定理论分析语言学习动机相关多因素的独特优势，可用于解决这一研究缺口。因此，本研究旨在探究汉语第三语言英语学习者的学习策略与学习环境对其语音符号学习动机的直接与间接影响，并为汉语第三语言英语教学的一线教师提供针对性教学建议。为达成上述研究目标，本研究编制了《语音符号学习动机量表》，以45名少数民族大学生为调研对象收集数据，并通过结构方程模型开展数据分析。研究结果显示，汉语第三语言英语学习者的学习策略与学习环境对其语音符号学习动机具有直接正向影响，同时还可通过自我效能感的中介作用对学习动机产生间接影响。本研究可为中国乃至其他地区的英语语音教学提供方法论与教学实践参考：即可通过直接干预或借助自我效能感的中介效应，有效激发学习者的语音符号学习动机。