A Cross-sectional Study On English L2 Motivational Self System Of Non-english Majors

L2 learning motivation, which is an important factor in second language acquisition, has been a study priority to L2 researchers for a long time. In recent years, foreign and domestic scholars begin to focus on L2 Motivational Self System, which is proposed by D?rnyei in 2005. The new theory, L2 Motivational Self System, includes three components: the ideal L2 self, the ought-to L2 self and the L2 learning experience. Previous empirical studies testify that L2 Motivational Self System can explain students’ L2 motivation better than some other motivational theories. The current study is carried out to testify the differences of the English L2 Motivational Self System on non-English majors of different grades and investigate the main reasons that cause the differences of students’ L2 Motivational Self System on its three components.Based on the L2 Motivational Self System put forward by D?rnyei(2005), a survey including questionnaire and interview is conducted among 187 non-English majors in universities. In this study, the subjects are divided into four groups according to their grades. And the study results reveal that(1) there are significant differences on students’ English L2 Motivational Self System among the four grades, especially between grade one and grade three, grade one and grade four, grade two and grade three, grade two and grade four.(2) For the differences on ideal L2 self, attitude to English culture, intended learning effort, and English anxiety are the main sources of reasons. For the differences on ought-to L2 self, the primary reasons are English anxiety and family influence. And attitude to English culture, intended learning effort and university influence are the chief reasons that contribute to the differences of the L2 learning experience.(3) Students’ L2 learning experience can significantly impact their ideal L2 self and ought-to L2 self, and students’ ideal L2 self and ought-to L2 self can transform to each other at some degree by the influence of L2 learning experience.In the light of these findings, implications for English teaching are provided. First of all, for English teachers, they should pay attention to students’ attitudes to English culture by employing various teaching methods, for example, organizing activities that compare the Chinese culture and English culture. And they should also take notice of students’ English anxiety. Second, for L2 learners, they should deal with the pressures come from their family and friends correctly. It is necessary for them to communicate with their parents, friends or teachers when they feel overloaded pressures. At last, for the universities, it is suggested that more selective English courses should be available to the students to help them foster positive attitudes in English learning.