A Survey Study Of Chinese Undergraduates' EFL Motivation From The Perspective Of L2 Motivational Self System

English learning motivation is one of the most important individual differences in language learning and teaching,and exerts an direct impact on language achievements.Therefore,the study of EFL motivation has always been the focus of SLA researchers.SLA motivation study started from the social psychological period of Robert Gardner and Wallace Lambert in the end of 1950 s,after which it experienced the cognitive-situated period,the process-oriented period,until the latest social dynamic period.The core of the social dynamic period is the L2 Motivational Self System,which represents the newest orientation of SLA motivation research.Related studies have shown that the L2 Motivational Self System is a credible construct with strong practicability.Overseas studies based on the system have already been rather mature,domestic investigation on this dimension is almost a blank space,however.The purpose of the thesis is to make up the insufficiency of domestic research.Firstly,the study combined quantitative method with qualitative method to investigate general motivational tendency of 642 Chinese college students in five universities.The results showed that:(1)Chinese undergraduates have relatively strong motivation in second language learning;(2)English major students' motivation is much stronger than their non-English major counterparts,and English major students are mainly motivated by Ideal L2 Self,while non-English major students are mainly motivated by Ought-to L2 Self;(3)Students of higher grades have stronger SLA motivation;(4)Students' SLA motivation has close relationship with their birthplace,parents' educational background and family economic status.Secondly,the interview of 15 college students showed that domestic college students concern more and more about personal development.Since the command of English shows strong advantages in future study and employment,thus undergraduates have relatively strong motivation in its learning.At last,the results have important pedagogical implications for language teachers and learners: teachers should help students make clear goals and enhance their confidence;students should know themselves clearly and try to overcome language learning anxiety.What's more,in further study,domestic scholars should not only keep up with international orientations but also try to expand angles of view and to apply theories to teaching activities.