A Comparative Study Of Chinese And Scottish Learners’ Motivation For Second Language Learning

Motivation type has been a hot topic of second language acquisition research for decades.Taking second language learners as research targets,the findings of previous research are quite beneficial to the design of second language teaching methods and relevant theory development.Predecessors have done rich and effective research on motivation for second language learning of Chinese and foreign learners,but these studies were mainly conducted in one country and for only one language.Based on three commonly used motivational type theories(Gardner’s motivation theory,Ryan and Deci’s self-determination theory and Zoltán D?rnyei’s second language motivational self system),this study compares the motivation types of Chinese and Scottish learners in terms of learning a second language so as to reflect current teaching methods of second language,hoping to boost learners’ second language study.Questionnaires and interviews,covering a relatively wide age range,have been employed to examine differences of the motivation for learning a second language by Chinese and Scottish students.Results showed that: 1)The three strongest motivation types of Chinese learners are instrumental,intrinsic and integrative motivation,while integrative,intrinsic and ought-to L2 self motivation are the strongest among Scottish learners.2)There exists a significant difference in motivation intensity between the learners of the two countries.3)Integrative motivation has a strong negative correlation with extrinsic and ideal L2 self,and a positive correlation with intrinsic motivation;instrumental motivation has a strong positive correlation with extrinsic motivation and ought-to L2 self;extrinsic motivation has a negative correlation with ideal L2 self and a positive correlation with ought-to L2 self;and intrinsic motivation has a strong positive correlation with ought-to L2 self.This research came to the conclusion that differences in motivation for learning a second language of the two groups of targeted learners come from their unique educational backgrounds,various individual requirements and learning objectives.Through in-depth comparative research by comparing the differences between the two target countries,we can learn from each other’s strengths,and promote the progress and development of L2 learning.The above findings provide references for English teaching methods in China.Teachers who teach English as a second language should accept learners’ various and complicated motivations for learning English as a second language.Besides,it would be beneficial for English learning of Chinese learners if teachers introduce more about English culture and history and practical use to promote learners’ intrinsic and integrative motivation.Moreover,teachers should help learners to build up their positive perceptions and expectations of themselves in terms of learning English as a second language.