The Relationship Among English Learning Motivation Types,Motivation Intensity,and L2 Motivational Selves

The thesis presents a study of college English learners' motivation to learn English,using Dornyei's(2009)L2 motivational self system and Gao Yihong's(2003)classification of motivation as the main theoretical framework.This study has two primary aims:1)to investigate the general situation of college students' major types of English learning motivation,motivation intensity,and L2 motivational self system;2)to examine the relationship among those motivational variables.The study applied a mixed research method.The research instrument is a structured questionnaire designed based on previous studies(Taguchi et al.,2009;Papi,2010;Gao et al.,2013;You&Dornyei,2016).Participants were 411 undergraduates selected from Wuhan University.All quantitative data obtained through questionnaires was analyzed through SPSS Statistics 17.0.The major statistical methods involved in the present study were correlation analysis and multiple regression analysis.In addition,twelve semi-structured interviews were also conducted,and their data was mainly used to provide rich information to interpret the quantitative results.As for the general feature of college students' English learning motivation,this study revealed that information medium,individual development,and social responsibility seemed to be major types of English learning motivation for the college students examined,the participants had strong motivation intensity,and they seemed to have clear images of ideal L2 selves and hold positive attitudes towards English learning.With regard to the relationship among those motivational variables,multiple regression analyses generated the following findings.Firstly,L2 learning experience,ideal L2 self,intrinsic interest,going abroad,and social responsibility contributed significantly to motivation intensity.Besides,L2 learning experience,going abroad,information medium,intrinsic interest,and social responsibility had positive effects on ideal L2 self,while immediate achievement affected ideal L2 self negatively.In addition,it was found that immediate achievement and individual development could make positive contributions to ought-to L2 self.Finally,ideal L2 self,social responsibility,and intrinsic interest were found to have significant influence on L2 learning experience.Overall,the study provides strong support for the validity of L2 motivational self system in examining Chinese college students' English learning motivation and highlights the motivational role of ideal L2 self,L2 learning experience and cultural motovation(i.e.,intrinsic interest,social responsibility).With an attempt torestablish a connection between Gao's classification and Domyei's framework of L2 MSS,this study adds some enlightenment to the research of L2 motivation and provides some practical implications for college English teachers.