An Investigation On English Learning Motivation Of "Directly Transmitting-to-socialism" Ethnic High School Students In Pu’er,Yunnan

Motivation is one of the most significantly influential aspects in second language(hereafter referred as L2)learners’ affective state during the process of second language acquisition,on which many researchers have conducted sufficient research and thus it plays a vital role in second language acquisition study.This paper aims to investigate the L2 motivational self-system of "directly-transmitting-to-socialism" ethnic high school students in Pu’er,Yunnan and tries to answer the following questions: first,how are their L2 motivational self-system constructed;second,are there any disparities among five ethnic groups concerning their L2 motivational self-system;third,are there any gender differences between the female and male L2 motivational self-system;finally,how are the participants’ personal factors correlated with their L2 motivational self-system.From the above perspectives,this paper intends to find out the current situation and influence factors of this group’s L2 motivational self-system and helps to promote local English teaching level.After detailed literature review in L2 motivation study abroad and home and also in domestic motivation study on ethnic groups,this paper takes 477 participants as study object by means of questionnaire survey and diary analysis on the guidance of Dornyei’s L2 motivational self-system theory.Data were inputted into SPSS 17.0 and reliability test,descriptive statistics,correlation analysis,one-way ANOVA,linger regression was conducted to explore their L2 motivational self-system.In addition,diaries were analyzed and summarized.Major findings are as follows: first,the participants score high on variants of promotional instrument motivation,integrative motivation and ideal self,scoring low in family influence,mili and preventative instrument motivation,from which we can conclude that this group hold positive orientation towards English learning and they are also independent enough and therefore are not easily influenced by the significant others and peers.Second,the best predictive factor of this group’s L2 motivational self-system is L2 learning experience(a=.438),followed by self-confidence(a=.270)and preventative instrument motivation(a=.0.113).Language anxiety plays an inhibiting effect on L2 motivation,andideal self does not satisfy the conditions of triggering self-guides.Third,the five groups are significant different in terms of L2 learning experience,which mainly reflect in the Wa,the Lahu,the Lisu and the Yao with the Wa scoring the highest.Fourth,personal factors such as English self-reported level,Chinese self-reported level,English learning duration are significantly correlated with L2 motivational self-system.Finally,according to diary analysis,top learners are not easily influenced by external factors,they contribute their success to their efforts,however,learners scored lower show low interest in English learning,and they are inclined to attribute their failure to their teachers and peers.