Volume 3,Issue 9
AI赋能英语学习的三元互动机制：想象身份、能动性与投入度
在AI技术赋能英语教育的背景下，学生的语言学习过程正从“单向知识接收”转向为一种动态互动系统，该系统以想象身份、能动性与投入度在不同情境中的相互作用为核心。本文以诺顿的想象身份、投资理论及艾亨、齐默尔曼的能动性理论为基础框架，从理论层面解析三者之间的互动逻辑：想象身份为能动性提供目标导向，能动性为投入度注入主体动力，而投入度则进一步强化想象身份的实践意义。AI技术凭借其场景模拟、即时反馈与个性化适配三大功能，成为推动三者良性互动的赋能载体，有效破解传统语言学习中能动性不足与投入效率低下的困境。本研究旨在为AI英语教学提供理论参考，并推动技术语境下语言学习主体心理机制的深入探讨。
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