A Study On The Relationship Between L2 Motivational Self System And English Autonomous Learning Of Senior High School Students In County Area

Autonomous learning has been a topic that has attracted extensive discussion by scholars at home and abroad in the field of language acquisition since it was first proposed in the last century.Especially today,with the rapid development of information technology and the trend of lifelong education,autonomous learning has become a necessary factor for learners.Furthermore,Learning Motivation,as an important factor affecting autonomous learning,has been discussed extensively by scholars.They have put forward many ways to enhance autonomous learning from the perspective of motivation,and lots of practical results in some school classes have been achieved.However,previous studies had only focused on students in cities and towns,and high school students in county-level regions were still poor in autonomous learning.According to the main psychological contradiction of high school students---the contradiction between self and society,Dornyei's second language motivation self-system(L2MSS)theory emphasizes the "self" of students,which is more suitable for high school students.Based on the previous research results of autonomous learning and L2 MSS,this thesis regards motivation as one of the key factors which influences autonomous learning,then aims to explore the general situation of the grade three of senior high school students' autonomous learning and L2 MSS and the correlation between them in SiZiWangQi No.1 Middle school of Ulanqab.The participants involved in this research are 207 students of grade three of senior high school from SiZiWangQi No.1 Middle and three research questions of this empirical study can be summarized as follows:(1)What is the general situation of the autonomous learning of the senior high school students' in county area ?(2)What is the general situation of second language motivational self-system(L2MSS)of the senior high school students' in county area?(3)Is there a correlation between L2 MSS and autonomous learning of senior high school students in in county area? If so,which factor is most closely related to autonomous learning?In this study,classroom observation,questionnaires and interview were used to collect data.After data collection,SPSS 22.0 statistical software was used to analyze the data,and the following results were obtained.Firstly,the general situation of the senior high school students' autonomous learning is at low level,mean=3.14.The autonomy of learning content is the lowest part,and the autonomy of learning environment is the highest part.Secondly,the general situation of senior high school students' L2 MSS is at medium level.The highest part is Ideal L2 self(IL2S)and the lowest part is second language learning experience(SLLE).Thirdly,there is a significant positive correlation between second language motivational self-system(L2MSS)and autonomous learning.Both IL2 S and SLLE have a strong impact on autonomous learning,while Ought-to L2 self have no obvious explanatory power on autonomous learning.On the basis of the major findings,the pedagogical implications and suggestions for fostering senior high school students' autonomous learning in county area are given.Finally,It points out the shortcomings and limitations of this study,and points out the areas that need to be improved in the future.