A Study Of Learning Motivation Of English L2 Learners In China From The Perspective Of L2 Motivational Self System (L2MSS) Theory

From the perspective of Dornyei's L2 Motivational Self System (L2MSS), which is the latest L2 motivation theory, this dissertation carries out two main studies. First, a survey is carried out in order to test whether it is valid to study the L2 learning motivation in the framework of L2MSS among Chinese learners of English; second, after testing the validity of L2MSS theoretically and empirically, this dissertation conducts a quasi-experimental research focusing on the self-based interventional treatment. It is found that L2MSS can guide L2 motivation research in China, and the self-based motivational intervention in practical L2 learning and teaching can both promote L2 learning motivation and increase L2 proficiency level to some degree.The survey study addresses the following specific research questions:(1) Compared with Integrativeness, does Ideal-L2-Self(IL2S) have more prominent correlation relation with L2 learners'L2 Learning Motivation (L2M)? (2) Are Instrumentality-promotion (IPRO) and Instrumentality-prevention (IPRE) two distinct constructs in terms of what they represent? (3) Among the three components of L2MSS, which can best predict students'L2 learning motivation at different L2 proficiency levels? (4) Can Dornyei's L2MSS be validated empirically in the study of L2 learners of English in China? More specifically, can L2MSS be applied to the study of Chinese learners of English at different L2 proficiency levels? (5) What is the pattern, if any, shown through the parameters of the three internal components of L2MSS across various groups of students at different proficiency levels? (6) Are there significant differences in Ideal-L2-Self, Ought-to-L2-Self among high-, mid-and low-level L2 proficiency sub-groups? (7) In high-, mid-and low-level L2 proficiency sub-groups, do the self dimension (IL2S and OL2S) and SLLE play different roles in contributing to their L2M?The quasi-experimental study addresses the following five questions:(1) Can the instructional intervention on students'future-oriented L2 self improve their L2 motivation significantly? (2) Can the instructional intervention on students'future-oriented L2 self improve their L2 achievements significantly? (3) If the self-based interventional treatment is effective in improving the L2 motivation, then is it effective for the high-or low-level L2 proficiency sub-groups or for both? And if both, for which sub-group is the self-based interventional treatment more effective? (4) If the self-based interventional treatment is effective in improving the L2 proficiency, then is it effective for both the high-and low-level L2 proficiency sub-group? (5) Does the self-based interventional treatment have time-lag effects on the long-term L2 proficiency outcome?On the operational level, this dissertation adopts both quantitative and qualitative research methods. Specifically, the data analysis tools include Structural Equation Model (SEM) fitting analysis, zero order and partial correlation analyses, regression analysis, independent samples T-test, paired samples T-test, ANOVA analysis, etc.The results are as follows:(1) Compared with Integrativeness, Ideal-L2-Self has more prominent correlation relation with L2 learners'L2 Learning Motivation in the context of L2 learning among Chinese learners of English.(2) Traditional motive of Instrumentality can be divided into Instrumentality-promotion and Instrumentality-prevention and they are distinct constructs in terms of what they represent in the context of L2 learning among Chinese learners of English. The finding, which is especially significant in EFL context, can facilitate our understanding of the L2 learning Instrumental Motive. The two findings above are consistent with some earlier similar studies (e.g. Taguchi et al,2009; Csizer & Kormos,2009; Ryan,2009; Dornyei & Ushioda,2009). So it can be seen that Dornyei's L2MSS can be applied in many different contexts of L2 learning.(3) For lower-level L2 proficiency learners, the best predictor of L2M is SLLE, but for higher-level L2 proficiency learners, IL2S is the best predictor of L2M.(4) Dornyei's L2MSS can be validated empirically in the study of learners of English at different proficiency levels in China.(5) With the increase of English proficiency, the self dimension (the OL2S and the IL2S, and the IL2S in particular) plays a more and more important role in its contribution to L2M of L2 learners while the SLLE plays a less and less important role.(6) The L2 motivational self-based interventional treatment can enhance learners'L2 motivation and improve their L2 proficiency level significantly.(7) The self-based interventional treatment can be effective in improving the L2 motivation both for the high-and low-level L2 proficiency sub-groups. Furthermore, there are more gains of the effect on improving the L2 motivation for the high-level L2 proficiency sub-group than for the low-level one, though it is also significantly effective for the latter.(8) In the relatively short term, the self-based interventional treatment is more influential in improving L2 proficiency for the low-level L2 proficiency sub-group, but not for the high-level L2 proficiency sub-group, whereas in the relatively long term, the self-based interventional treatment is influential in improving L2 proficiency not only for the low-level L2 proficiency sub-group, but also for the high-level L2 proficiency sub-group. In other words, the self-based interventional treatment has "time-lag effects" on the subjects'L2 proficiency level for the high-level L2 proficiency sub-group. In summary, the following points make some contributions to the research literature ofL2 motivation in China:(1) L2 motivation research can be conducted in the framework of L2MSS theory among Chinese learners of English. (2) The teaching intervention of the future-oriented self can contribute to the L2 learners'motivation enhancement and their L2 proficiency promotion. (3) Among learners at higher L2 proficiency levels, the L2 self dimension (IL2S & OL2S and the IL2S in particular) plays a more important role in its contribution to L2 Learning Motivation (L2M) while SLLE plays a less important role, though the absolute descriptive measurement of SLLE itself is not necessarily lower at the same time. (4) The present research has found the "time-lag effects" of the self-based interventional treatment. That is, the effect of the self-based interventional treatment on the L2 proficiency may not be significantly obvious immediately for higher-level L2 proficiency sub-group. Instead it will emerge in the longer term.