A Survey On The Current Situation Of English Major's L2 (Foreign Language) Motivational Self System

So far,L2 Motivational Self System(L2MSS)theory is a comparatively new outcome of motivation theories in the field of second language acquisition.It has been set up by Zoltán D?rnyei in the year of 2005.L2 Motivational Self System mainly consists of three parts,namely ideal L2 self,ought-to L2 self and L2 learning experience.The basic hypothesis of this theory is that if the ability to efficiently use the target language is the main part of learner's ideal L2 self(or ought-to L2 self),then the learner will have powerful learning goals and motivation to study this language,due to his or her will to reduce the difference between current self and future self.As a new theory,L2 Motivational Self System theory has received wide concerns from abroad and at home.Foreign researchers have made some detailed studies,while in China there are still lots of surveys needed to be done,especially empirical studies.Based on the reality,this study aims to explore the overall situation of English majors' L2 Motivational Self System,its differences among English majors,and the possible factors correlating to those differences.This study explores the current condition of 224 English majors' L2 MSS,by conducting questionnaires and semi-structured interviews.The data,coming from questionnaires and interviews,are analyzed by using Statistics Package for Social Science(SPSS 17.0).Descriptive statistics analysis is firstly used to analyze the current distribution of the three main parts of L2 MSS among those subjects.Then,Independent Sample T-test is taken to explore whether there are some differences of three components of L2 MSS between different L2 proficiency groups(high score group and low score group).At last,by using Pearson correlation and regression analysis,this survey discusses the potentially influencing factors resulting in those differences.The major findings are: 1)English majors tend to have positive L2 Motivational Self System.As for the three subscales,the participants have comparatively highdegree ideal L2 self and L2 learning experience,and their ought-to L2 self inclines to be intermediate.2)There are significant differences in the students' ideal L2 self and ought-to L2 self between high score group and low score group;while no significant difference in students' L2 learning experience.3).In terms of correlative factors to those differences,English majors' ideal L2 self is deeply influenced by integrativeness,instrumentality-promotion and international posture;their ought-to L2 self can be positively predicted by international posture,family influence,while milieu has negative correlation with it;self-confidence may positively affect students' L2 learning experience,while English anxiety has negative effects.Some implications and suggestions are coming into being along with those findings,for the cultivation of students' L2 Motivational Self System.The researcher suggests that schools and governments need provide enough opportunities to cultivate students' motivation to be a capable L2 speaker.Teachers and parents need set good examples,and treat English with enough importance,and make sound learning environment for students,in order to make them realize the significance of English.