An Analysis On The L2 Motivation Of English Majors In A Chinese Private University Context

L2 Motivational Self-System proposed by Dornyei(2005,2009)is one of the most developed theoretical paradigms in terms of L2 motivational studies.According to the previous studies,the three components of L2 Motivational Self-System may predict intended learning effort(the criterion measure of L2 motivation),but the predictive capacity of each constituent varies in terms of research contexts.Nevertheless,previous studies explored the issue in a broader sense rather than a specific context,neglecting L2 learning experience due to its situated executive feature(Dornyei and Ryan 2015)and under-theorized nature(Domyei 2019).The current research studies L2 motivation of English majors in a private university in China,aiming to determine the contribution of L2 Self-System for predicting intended effort,and to identify how the role of each component may be differentiated from the previous general findings.Private universities in China is a disadvantaged group neglected by the academic world,despite its increasingly significant role in our higher education,so it is necessary to better comprehend learners' L2 motivation in this context for the discovery of effective means to motivate them.The current research adopted a mixed design,with a quantitative questionnaire survey based on You and Dornyei(2016)&You et al.(2016)and semi-structured qualitative interviews.Participants were 35 English majors in a Chinese private university.The quantitative data were analyzed through multiple linear regressions and interviews were conducted to further clarify the data and the unique quantitative results.The results indicate a positive contribution of L2 Self-System for predicting intended effort.Nevertheless,only L2 learning experience remains a powerful predictor due to its comparatively easy and learner-friendly feature,while L2 self-guides are ineffective predictors despite learners' favorable disposition towards L2 learning because of their lack of both confidence in realizing possible selves and plausible plans&learning strategies.Hence,measures are recommended to help learners to achieve attainable self-images and to establish effective learning strategies and plans.In addition,a low L2 motivation exists despite learners'self-reported high learning effort,as a result of their misinterpretation and the discrepancy between intention and actual behavior,which calls for learners'appropriate awareness with regard to learning effort.The limitations of the current research lie in its small sample size of participants,the lack of reliable theoretical paradigms concerning the predictive capacity of L2 learning experience,the vague distinction between intended learning effort and actual learning behavior,and the neglect of justification of the correlation between motivation and L2 proficiency.