An Empirical Study Of The Application Of English Majors' L2 Vocabulary Motivational Strategies

L2 vocabulary motivation plays a significant role in the field of second language acquisition.The past decade has witnessed a major shift in the L2 vocabulary motivation research.The central focus has shifted from the L2 vocabulary motivation's static character toward L2 vocabulary motivation's dynamic character.However,little research in China has investigated the dynamic character of L2 vocabulary motivation.Therefore,from a dynamic perspective,this study attempts to gain a deep insight into English majors' L2 vocabulary motivational strategies and its relationship with vocabulary knowledge.Three research questions are designed:(1)what are the characteristics of English majors' L2 vocabulary motivational strategies in pre-actional phase,actional phase and post-actional phase?(2)Are English majors' L2 vocabulary motivational strategies influenced by grade and gender in the three phases?(3)What are the relationships between English majors' L2 vocabulary motivational strategies and vocabulary knowledge?Based on Tseng and Schmitt's study(2008),this study adopted a mixed method.The participants were 200 first-year and second-year undergraduates majoring in English.The instruments were composed of L2 vocabulary motivational strategies questionnaire(Tseng & Schmitt,2008),a VLT(Schmitt,Schmitt & Clapham,2001)used for measuring vocabulary size and the DVK(Read,1998)used for measuring the depth of vocabulary knowledge.This study was carried out by the following steps:(i)administering the questionnaires and two vocabulary tests to 200 participants and 180 valid questionnaires and tests were collected;(ii)data collected were analyzed by descriptive statistics,independent sample t-test,Pearson's Correlation by SPSS 21.0.Based on the results of Pearson's Correlation analysis,a structural equation modeling analysis was then implemented by Amos 21.0 to determine the compatibility of L2 vocabulary motivational strategies model with the actual data.The findings indicate that:(i)English majors' vocabulary motivational strategies in pre-actional stage,actional stage,and post-actional stage present a negative result.In the pre-actional phase of L2 vocabulary learning,compared with participants' vocabulary learning attitude,their vocabulary learning self-efficacy are low and vocabulary learning anxiety are high.In the actional phase of vocabulary learning,there are three types of L2 vocabulary motivational strategies.In self-regulating capacity,participants' commitment control,metacognitive and satiation control are lower than emotion and environment control;in strategic vocabulary learning involvement,participants' self-experimenting behaviors of vocabulary leanring tactics is lower than other four behaviors of vocabulary learning tactics;in mastery of vocabulary learning tactics,social tactics and hands-on tactics are low.In the post-actional phase of vocabulary learning,participants' helplessness is strong,but skillness is weak.ii)There is significant difference between L2 vocabulary motivational strategies and grade.Grade two students(sophomores)are superior to Grade one students(freshmen)with regard to eight indicators such as vocabulary learning self-efficacy;No significant difference was found between L2 vocabulary motivational strategies and gender.Male students are inferior to female students only in self-efficacy.iii)L2 vocabulary motivational strateiges can be looked on as a systematic and cyclic process,undergoing a variety of different stages.Initinitial appraisal of vocabulary learning experience exerts positive and significant effects on vocabulary knowledge through Self regulation,strategic vocabulary learning involvement,and mastery of vocabulary learning tactics,and vocabulary knowledge exerts positive effects on initial appraisal of vocabulary learning through post-appraisal of vocabulary learning tactics.Based on the findings,some helpful suggestions can be provided to L2 teachers for the effective L2 vocabulary teaching.i)In the pre-actional phase,L2 teachers encourage their students and enhance their confidence,providing powerful impetus for the development of motivation.ii)In the actional phase,L2 teachers cultivate students' autonomous capacity,offering a sustianbale imptus to retain motivation.iii)L2 teacher attach great significance to students' post-appraisal of their vocabulary learning,steer them to conduct effective reflection about their learning process,and reveal the real cause of their successful or failed learning,providing solid basis for the upcoming learning task.