An Experimental Study Of L2Motivational Self System Of Foreigners Learning Chinese In China

According to Dornyei’s "L2Motivational Self System"(L2MSS) which is the latest L2motivation theory, this thesis conducted an investigation among foreign students in Shandong University, verified the effectiveness of this theory in foreign Chinese learners on operational level, examined the differences and variation of the different levels of foreigners learning Chinese in the L2Self, and discussed of each motive composition of the interaction between the factors and the role of motivation behavior in depth. On this basis, the author put forward Motivational strategies to stimulate the students’motivation effectively on the Chinese teaching.On the operational level, this dissertation adopts both quantitative and Literature analysis research methods. Specifically, the data analysis instruments include Structural Equation Model AMOS fitting analysis, zero order and partial correlation analyses, regression analysis, independent samples T-test, paired samples T-test, ANOVA analysis, etc.The findings of the empirical investigation in this paper are:1、 Compared Integrativeness in the traditional theories of motivation with the Idea L2Self (IL2S), the latter has greater correlation of the L2learning motivation.2、 The L2Motivational Self System divided the traditional motive of Instrumentality into Instrumentality-promotion and Instrumentality-prevention. In this study, the data analysis showed that this dichotomy of Instrumentality does indeed represent two different concepts; survey result of foreign students is consistent with some earlier studies’(such as the Taguchi et al,2009; Ryan,2009; Csizer Kormos,2009; Dornyei Ushioda,2009). So that this dichotomy deepen our understanding of "instrumental motivation" further.3、 For lower-level foreign Chinese learners, the best predictor is Second Language Learning Experience (SLLE), but for higher-level learners, IL2S is the best predictor of L2M.4、 The validity of the theory of L2MSS can be verified in the foreign Chinese learners.5、 The effect of the three components of the L2MSS theory in stimulating different levels of foreign Chinese learners’motivation accord with certain rules. That is, with the continuous improvement of the Chinese Proficiency, self dimension(including IL2S and OL2S, especially the former) contribute more to L2M of L2learners:instead.L2 Learning Experience plays a less and less important role.6、 In all motivational variables, the IL2S is better predicted the learner’s motivation behavior. Integrativeness and Instrumentality promotion has had an important impact on motivation behavior, this result is consistent with the conclusions of the past. By IL2S, they both have an impact on motivation behavior ultimately.7、 Combined with this study results and literature review, the author proposes a number of specific strategies to stimulate the students motivation to learn.