A Study On The Relationship Between L2 Motivational Self System And Autonomous Learning Among Senior High School Students

Autonomous learning has always been a hot topic in the field of language.The term ‘‘autonomous learning'' originated from distance education(Moore,1972).Autonomous learning has been extensively studied at home and abroad since it was first proposed in the 1980 s.In modern language teaching,many researchers have done a lot of theoretical research on autonomous learning and how to cultivate autonomous learning from different perspectives.In addition,as an important factor in autonomous learning,motivation research has become more popular than others,because it is a key factor affecting the failure or success of language learning.At the same time,D?rnyei(2005)proposed Second Language Motivation System(L2MSS)by referring to the latest developments in social psychology as a new theoretical motivation of the second language,which provide a different way to explore this field.Many researchers have concluded that Second Language Motivation Self-system is widely used in various cultural and linguistic backgrounds.Based on the previous research results of Second Language Motivation Self-system and autonomous learning,110 senior high school students in Nanchang participated in the survey.The study aims to explore the overall situation of Second Language Motivation Self-system and autonomous learning of senior high school students and the relationship between them.It can provide reference for improving autonomous learning and comprehensive language application ability.The main research questions are as follows:(1)What is the overall situation of L2 motivational self-system and autonomous learning in second language of senior high school students?(2)What are the differences of L2 motivational self-system and autonomous learning between high-achieving and low-achieving learners?(3)Is there any correlation between L2 motivational self system and autonomous learning? If yes,on what aspects?(4)Can L2 motivational self system predict autonomous learning? If yes,which is the best predictor?Two sets of questionnaires based on L2 motivation self-system and self-regulated learning ability were used in this study.The L2 MSS questionnaire is employed from the researcher of Liu Zhen's(2012).The autonomous learning questionnaire is adopted from Lin Lilan's(2013).The data of two questionnaires were analyzed by SPSS 17.0,based on L2 motivational self system and autonomous learning ability,and interviews with three students.Descriptive statistics,correlation analysis,independent sample T test and regression analysis were used to analyze the data.The main results are as follows:(1)The descriptive analysis indicates that senior high school students' L2 MSS is generally at the middle to high level.And their autonomous learning ability is at the middle level.It shows that students have strong motivation to learn foreign language,while their autonomous learning ability is slightly weak.(2)The independent sample T-test result show that there is a significant difference in L2 MSS and autonomous learning ability between high-achieving and low-achieving groups.(3)From the correlation analysis,it can be seen that there is a significant positive correlation between L2 motivational Among the three aspects of self motivational system,the correlation between the experience of L2 motivational self system and autonomous learning ability is the most significant.(4)The multiple linear regression analysis shows that L2 learning experience and ideal L2 self are two powerful predictors of autonomous learning ability,of which L2 learning experience is the most powerful predictor of autonomous learning ability.Based on the results of this study,the author puts forward some teaching suggestions on how to improve students' learning motivation and autonomous learning ability,points out the limitations of this study,and also provided some suggestions for future research.