A Study On The Correlation Between Perceptual Learning Style,Second Language Motivational Self System And Second Motivated Behavior Of Senior High School Learners

It is very vital to enhance senior high school learners’ second language(L2)motivated behavior to arouse high school learners’ enthusiasm in English learning.Second language(L2)motivated behavior is influenced by individual differences such as perceptual style preference and L2 motivational self-system.In the second language acquisition research,the relationship between perceptual learning styles(PLS),motivation and L2 motivated behavior has received much attention.However,previous studies have mostly explored the influence of perceptual learning style and ideal L2 self on L2 motivated behavior,but have ignored the two levels of ought-to L2 self and L2 learning experience on L2 motivated behavior.Therefore,this study will explore the relationships among perceptual learning styles,L2 motivational self-system and L2 motivated behavior,based on the three dimensions of L2 motivational self-system,to provide some references for English teaching.This study conducted a survey on 300 senior high school learners from the Middle School in Zhangzhou,Fujian Province.Perceptual learning style questionnaire(Cohen,Oxford,Chi,2002),L2 motivational self-system questionnaire(Papi,2010)and L2 motivated behavior(Al-Shehri,2009)questionnaire were used as research tools.The research is to explore the following questions: 1)What is the overall situation of senior high school learners’ perceptual learning style,L2 motivational self-system and L2 motivated behavior? 2)What are the effects of senior high school learners’ perceptual learning style and L2 motivated self-system on L2 motivated behavior?The research findings indicate that: 1)The perceptual learning style,L2 motivational self-system and L2 motivated behavior of Chinese senior high school learners are generally at a moderate level.There are no significant gender differences in perceptual learning style,L2 motivational self-system and L2 motivated behavior of senior high school learners.2)The visual learning style of senior high school learners has a significant predictive effect on L2 motivated behavior,while the auditory and kinesthetic learning styles have no significant predictive effect on L2 motivated behavior.Both Ideal L2 self and L2 learning experience of high school learners can significantly affect L2 motivated behavior,while ought-to L2 self has no significant effect.Visual and kinesthetic learning styles significantly predicted ideal L2 self,kinesthetic and auditory learning styles significantly predicted ideal L2 self,and visual learning styles significantly predicted L2 learning experience.Based on the findings,this study attempts to put forward some suggestions:using visual learning style preference;constructing ideal L2 self;providing relaxed and pleasant foreign language learning experience,which can provide some reference for future English teaching research.