A Study On Motivational Strategies Based On L2 Motivational Self System Theory

In second language acquisition,learning motivation is an essential part in the language learning,which is a key emotional element maintaining learning enthusiasm and determining success and failure for the second language learners.When the key point of second language study is shifted from "teaching" to "learning",the factors of learners are becoming more and more significant.What's more,learning motivation has gradually become the focus in research.L2 Motivational Strategies not only become a new research field about second motivation,but also attract learning strategy learners' attention.The researchers of second language learning strategies have paid more attention to the relationship between L2 motivation and learning strategies.In recent years,the theoretical and empirical researches on teaching strategies in the class are carried out by the educational psychologists Dornyei and Csizer,and they propose the theory of L2 Motivational Strategies.By the end of the 20th century,researchers began to pay attention to dynamic changes in motivation.In the current social dynamic orientation,Dornyei puts forward a new theoretical achievement in this research field--L2 Motivational Self System Theory by integrating self identity into the second language motivation's study.Dornyei's L2 Motivational Self System theory(L2MSS)contains three aspects:ideal L2 self,ought-to L2 self and L2 learning experience.This theory provides a new theoretical support for the research of L2 Motivational Strategies.With the theory guidance of Dornyei's L2MSS,the essay will research L2 Motivational Strategies.First,based on the L2 motivational strategies questionnaire made by Dornyei&Csizer(1998),the L2 motivational strategies experience questionnaire compiled by Sampson(2012)and the student motivational state questionnaire formulated by Guilloteaux&Dornyei(2008),the author designs questionnaires,namely,the L2 motivational strategies and the students motivational state,to explore the use of the L2 motivational strategies in English learning of 160 non-English major graduate students from Northeast Forestry University.By the questionnaires,the empirical study,on one hand,attempts to explore if the L2 motivational strategies have effects on non-English students' language learning,and how different genders and English proficiency influence the L2 motivational strategies application.Besides,the empirical study aims to investigate the relationship between the L2 motivational strategies use and the three main factors in L2MSS.According to the relevant data analyzed by SPSS,the main findings are as follows:(1)In the students' opinion,most of the L2 motivational strategies are efficient in their language learning.Among these motivational strategies,motivational strategies related to "Teacher","Rapport","Task" and "Interest" and "Culture" have the most significant effects on the language learning.However,motivational strategies concerning "Personal Relevance" and"Autonomy" are least efficient strategies.(2)There is no relationship between students' gender and the L2 motivational strategies application.But there exists a notable difference of L2 motivational strategies utilization among students with different English levels.(3)The L2 motivational strategies use,which has noticeable impacts on students' L2 learning experience and ideal L2 self,makes little difference to the ought-to L2 self.Finally,some pedagogical implications are proposed:(1)Teachers should improve students' sense of autonomy and help them form their personal learning models.(2)Teachers ought to make a breakthrough in the traditional teaching method and transform their role of leader in the class.Besides,teachers should form a new teaching model,centering on students.(3)In light of the important impacts on the ideal L2 self and the L2 learning experience,teachers ought to create a harmonious atmosphere in the classroom,establish a good relationship with students and encourage students with more confidence in order to improve the L2 learning motivation of students.