Empirical Study On Chinese Distance Learners' English Learning Motivation From Perspective Of Dynamic System Theory

The process of the second language acquisition does not show a linear growth but a repeated fluctuation,and this remarkable feature could get an adequate explanation from the perspective of dynamic system theory.As an important fact of the process of second language acquisition,on the one hand,learning motivation itself has the feature of fluctuation,which reflects the same fluctuation of the process of second language acquisition.O n the other hand,the comparatively complete theory of the L2 motivation—the L2 Motivational Self System,involves kinds of second language self-guidance,which also reveal the feature of difference and dynamics.Distance education has changed the traditional education model from the teacher-centre to student-centre,which means the self-study.The L2 Motivational Self System brings in the concept of “possible self” from psychology,which could offer a better explanation for distance learner's mental state.However,for the moment,the domestic study of C hinese distance English learners' learning motivation,from the perspective of the L2 Motivational Self System,is relatively limited.So,the writer try to explore and figure o ut Chinese distance learners' current situation of English learning motivation from the perspective of the L2 Motivational Self System,and hope to provide certain pedagogical implications and suggestions for researchers and instructors.This thesis will be generally divided into three parts.The first part is about the theory system,which focuses on the systematic introduction of Professor Zoltán D?rnyei's L2 Motivational Self System.And then,the second part is about the empirical study,which includes the selection and revision of the questionnaire for this study,the selection of subjects,collection and collation of research data,analyses on research data.Analyses suggest that(1)The theoretical frame of the L2 Motivational Self System could also be used to analyze distance L2 learners' motivation,especially for the dimension of ideal L2 self.(2)The difference between male and female students of distance L2 learners is not significantly high,which is different from traditional English learner group.(3)The distance English learners in C hina have a wide distribution of age,and differences among different age groups are significant.(4)English learning experience by foreign teachers has a significant and positive effect on distance English learners,but this kind of experience is relatively insufficient for most distance English learners in China.The third part provides some pedagogical implications and suggestions for distance English learning in C hina,including(1)Analyzing distance English learners' current situation to make a more suitable teaching plan.(2)Introducing the L2 Motivational Self System to help learners build ideal L2 self.(3)Increasing learners' English learning interest.(4)Combining online learning with offline learning to enhance learners' learning effect.