| As one of the key factors affecting second language learning,motivation plays an important role in maintaining second language learners’ enthusiasm and determining their success or failure of learning.In order to prevent second language learners from facing the phenomenon of weakening or even lacking motivation in the long and boring second language learning process,the research combines Dornyei’s new motivation model: L2 Motivational Self System(L2MSS),which contains ideal L2 self(IL2S),ought-to L2self(OL2S)and second language learning experience(SLLE),to explore how to stimulate senior high school students’ English learning motivation in the process of English teaching.Under the background of Dornyei and domestic and foreign scholars’ empirical research on L2 MSS,and on the basis of social constructivism and Higgins’ self-discrepancy theory,the research aims to explore the following research questions:First,how are the three dimensions of L2MSS: IL2 S,OL2S and SLLE,distributed among senior high school students at different English proficiency levels?Second,can the application of motivational strategies significantly influence the IL2 S,OL2S and SLLE of senior high school students at different English proficiency levels? If so,the indicator of senior high school students at which level is improved most obviously?In this study,98 students who came from two parallel classes in Grade Two of Jiu Quan No.1 Middle School were selected as participants,and they were divided into the experimental class(Class One,n=46)and the control class(Class Three,n=52)based on the original class.And the participants were divided into A,B and C levels according to their English test achievements at the beginning of the semester.The research lasted a total of 16 weeks.Before and after the treatment,participants from both the experimental and the control class took part in the English learning motivation questionnaire survey based on the L2MSS(Wang Yue,2019).During the treatment,the teacher implemented motivational strategies which is based on Dornyei’s motivational strategies and Flavell’s metacognitive strategies,in daily teaching of the experimental class,and regularly interviewed the participants in the experimental class,while there were no application of motivational strategies and interviews in the control class.The experimental data were analyzed and processed by SPSS(version 22.0),mainly using descriptive statistical analysis,one-way ANOVA,independent sample t-test and paired sample analysis.According to the data analysis of the research,the specific results are as follows:(1)The questionnaire data before the treatment shows that the overall state of students’ L2 MSS is higher than its average.Among them,level A students have the highest level of IL2 S,while have the lowest level of OL2S;level B students’ IL2 S,OL2S and SLLE are all at the middle level;both IL2 S and SLLE of level C students are at the lowest level.(2)The results of interviews and questionnaires after the treatment show that the application of motivational strategies has a significant effect on the L2 MSS of participants at different English proficiency levels,especially level B students’ SLLE is improved most obviously.Based on the above research results,the research provides some implications for senior high school English teaching:(1)In the teaching process,teachers should attach great importance to arousing students’ enthusiasm for English learning and strengthen and internalize students’ ought-to L2 self gradually.At the same time,teachers should combine students’ individual differences and create real language learning environment so as to constantly stimulate and maintain students’ ideal L2 self.(2)In the teaching process,teachers should pay more attention to level B participants,and give them more opportunities to show themselves and increase their confidence in English learning in order to stimulate their English learning potential. |
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