A Study Of The Influence Of L2 Motivational Self-System On Chinese Learning Behavior

In the learning process,students’ individual emotional factors will affect their learning behaviors,and learning motivation plays an important role in individual emotional factors.From the perspective of students’ Chinese learning motivation,analyzing the motivating factors that affect students’ Chinese learning behavior can help teachers mobilize students’ Chinese learning motivation and improve students’ Chinese learning behavior.The L2 Motivational Self-System(L2MSS)Theory of D?rnyei is a popular theory in the field of second language motivation research.The theory holds that the learner’s L2 motivational self-system consists of three dimensions: ideal L2 self,ought-to L2 self and L2 learning experience.This thesis takes the three above constituent dimensions as three different types of motivation.Based on the theory of the L2 Motivational Self-System,the thesis investigates the Chinese learning motivation of Thai students in the Chinese department of Rangsit University,and uses a combination of questionnaires and interviews to explore the impact of different types of motivation on Chinese learning behaviors,that is,the influence of students’ L2 motivational self-system on Chinese learning behavior.The results show that the students’ Chinese learning behaviors in this department are mainly affected by the motivation of L2 learning experience,less affected by the ideal L2 self,and hardly affected by ought-to L2 self.Moreover,if student’s ideal L2 self or ought-to L2 self can influence the student’s Chinese learning behavior,the student’s Chinese learning behavior will be improved.In addition,for the students of elementary and intermediate Chinese levels,there is no difference in the effect of the L2 motivational self-system on the Chinese learning behavior of the two groups.However,the two groups of students with different Chinese starting points have different Chinese learning behaviors.The motivation factor that causes the differences in Chinese learning behaviors of the two groups is the L2 learning experience motivation.The influence of the non-zero-starting-point students’ L2 learning experience on Chinese learning behavior is much greater than the zero-starting-point students’ L2 learning experience on Chinese learning behavior.