An Investigation Study On The Relation Between L2 Motivational Self System And English Achievements Of Senior High School Students

In recent years,with the development of the second language(L2)acquisition,the focus of foreign language teaching research has shifted from teachers to students and people have begun to attach importance to the relevant factors affecting L2 acquisition.Motivation is an important factor affecting the success of foreign language learning.It is not only the source power of foreign language learning,but also a continuous driving force in the process of foreign language learning.As an important concept in the field of L2 acquisition,“motivation” has attracted much attention from language researchers since the 1950 s.As a foreign language,English learning is very important in senior high school education.This paper applies D?rnyei's L2 Motivational Self System(L2MSS)which is a new framework for the study of L2 motivation to research the L2 learning motivation of senior high school students.The study of the correlation between L2 MSS and English learning achievements of senior high school students will help to further explore the L2 learning motivation of senior high school students and provide inspiration for teachers to implement teaching intervention on “L2 self” in English teaching.In view of this,based on the L2 MSS,the paper aims to study the correlation between the L2 MSS and English learning achievements of senior high school students.The scope of the study is in Handan city and 242 students from four different senior high schools in Handan are taken as the research objects.This paper mainly discusses the following three issues:(1)What is the current situation of the students' L2MSS?(2)Are there any differences in L2 MSS between male and female students?(3)What is the relation between the students' L2 MSS and their English learning achievements?The paper mainly adopts quantitative method and the Chinese learners' L2 MSS questionnaire adopted in the study is designed by Liu Zhen et al(2012).The subjects' data of questionnaire are collected by the author in Oct.2018 and their final scores were obtained in Nov.2018.The results of the questionnaire were input to SPSS for descriptive analysis,independent sample T-test and Pearson correlation analysis.The research results show:(1)L2MSS affects students' English learning.Among them,ideal L2 self has the greatest influence,L2 learning experience is in the second place and ought-to L2 self has the least influence.(2)The differences exist in the ideal L2 self,ought-to L2 self and L2 learning experience between male and female students.The level of female students' ideal L2 self,ought-to L2 self and L2 learning experience are higher than those of male students.(3)Students' ideal L2 self and L2 learning experience are positively correlated with their English achievements.The higher of ideal L2 self's level and the more L2 learning experience possess,their English achievements will be higher too,and vice versa.However,there is no significant correlation between ought-to L2 self and English achievements.Finally,this paper discusses the above findings and points out the implications of this study for English teaching in senior high school:(1)Educators should pay attention to maintaining and further stimulating students' ideal L2 self.(2)Strengthening and stimulating students' ought-to L2 self and L2 learning experience which can stimulate students' enthusiasm for learning English and improve students' English achievements.