The Study Of Language Identity, Language Learning Experience And Context And Linguistic Learning Motivation Of Minority Preparatory Students

After integrating the latest achievements on the motivation of second language with the perspective of "identity" at home and abroad,I try to apply Dornyei's "L2 Motivational Self System(L2MSS)" theory and Norton's "Imagined Community"theory to explore minority students' language identity and their motivation of chinese learning.Language identity is measured by two respects:"identity" and "self".And we take into account the experience and environment of chinese learning,including direct experience,language confidence,classroom teaching situations and language environments.I try to explore the relationship among language identity,experience and environment of chinese learning and motivation of chinese learning.I learn from the the questionnaires in current practice research,at the same time,I try to understand the current situation through classroom observation and interviews after class.I get my questionnaire adapted by other researchers.The results show that:(1)Minority students' motivation of chinese learning is not high enough;the identity of native language earn the highest scores,ideal L2 self take second place,ought-to L2 self post the lowest scores.The evaluatation of direct experience and language environments are not high enough,the evaluatation of classroom teaching situations is higher.(2)The motivation of chinese learning has a significant difference among different types of minority students;The language identity is significantly different in gender,language learning time,and types of students;The evaluation toward experience and environment of chinese learning has a significant difference in gender,language learning time,type of students and cities.(3)The correlation coefficient between different dimensions of language identity and motivation of chinese learning are significant;The correlation coefficient between learning experience and environment and motivation of chinese learning are significant;Except the correlation coefficient between ought-to L2 and self-confidence,the other dimensions of language identity and language learning experience and environment are statistically significant.(4)Ideal L2 self,ought-to L2 self,language and culture identity of chinese have direct effect on motivation of chinese learning;language and cultural identity can affect motivation of chinese by affecting ideal L2 self;Experience and environment of chinese learning has forecast effect on motivation of chinese learning,direct experience and classroom teaching situations have a large influence on motivation of chinese leaming.Environment of chinese learning can also effect their experience on chinese learning.(5)The experience and environment of chinese learning can affect motivation of chinese learning through affect different dimensions of language identity;Language and culture identity of chinese,ideal chinese identity play core roles in these indirect effects.According to the results,we can inspire motivation of chinese learning from three aspects.First of all,help students to build positive ideal L2 self;secondly,guide students construct an open view to other language and culture;lastly,more attention should be paid on students' learning experience,design more vivid teaching situation,and strongly implement bilingual education in minority regions,especially in countryside.