Exploring The Relationships Between Chinese College Students' Ideal L2 Self,Academic Self-efficacy And English Competence

English learning motivation and academic self-efficacy are two important individual difference factors that affect foreign language learners.SLA motivation study started from social psychological period of Robert Gardner and Wallace Lambert at the end of 1950 s,after which it experienced cognitive-situated period,process-oriented period,until the latest social dynamic period.The core of social dynamic period is the L2 Motivational Self System,which represents the latest orientation of SLA motivation research.Related studies have shown that the L2 Motivational Self System is a credible construct with strong practicability.However,domesticinvestigation on the relationships between this dimension and other individual difference factors are the tip of the iceberg.Since self-efficacy was proposed by Bandura in 1977,the theory developed rapidly.There are many empirical studies on it,but most of them are not novel.Therefore,the present study about the relationship between L2 motivational self system and self-efficacy had an important theoretical and practical significance.In order to make up for the insufficiency of domestic study,the thesis conducted a study on the relationships between Chinese college students' ideal L2 self,academic self-efficacy and English competence.This study combined quantitative method with qualitative method including455 students in nine universities.The quantitative results showed that :(1)academic self-efficacy predicts ideal L2 self and English competence;(2)ideal L2 self predicts English competence;(3)the effect of academic self-efficacy on English competence is partially mediated byideal L2 self.The interviews on 8 college students showed that although English plays an important role in their further study and career,their motivation is at a medium level due to Chinese educational system,teachers' teaching strategies and lack of interest.Most of students' learning ability is good,and they are influenced by companions and teachers,so they have a strong academic self-efficacy.Pedagogical implications for language teachers and learners were proposed in order to improve language competence of Chinese college students: clear goals and self-confidence will help students improve their motivation of language learning.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.