A Study On The Effect Of L2MSS On Senior Students' English Learning

As an important factor affecting foreign language learning,motivation has been studied by many researchers.D?rnyei(2005)put forward the L2MSS(L2 Motivational Self System).It was based on integrative motivation and self-theory.More and more scholars at home and abroad have carried on the research under the guidance of this theory,and also obtained the corresponding research results,which confirmed the validity of this theory.However,most of the studies on L2 MSS involve English learners in higher education stage,just few studies focus on English learners in primary and secondary schools.Based on this,the study analyzes the influencing factors of senior high school students' English learning motivation under the framework of D?rnyei' s L2 MSS,and provides enlightenment to teachers how to combine L2 MSS in the process of English teaching to assist and manage teaching.In this study,212 students in the second grade of a senior high school in Hanzhong were investigated.It used questionnaire and interview,aiming to study the influencing factors of L2 MSS on senior high school students' English learning.This study mainly explores the following questions:(1)What is the present situation of three dimensions of L2 MSS for senior high school English learners?(2)Are there different effects of three dimensions of L2 MSS on different genders?(3)What is the correlation between the three aspects of L2 MSS and students' English achievement?A qualitative and quantitative combination were used in this study.A questionnaire was conducted in a high school in Hanzhong,which is adopted from Liu Fengge for English learners(primary and secondary schools).And all the collected data in this questionnaire was analyzed by SPSS.Descriptive statistical analysis was used to analyze the present situation of L2 MSS among English learners in this senior high school;the differences between male and female students were analyzed by independent sample T test method;Pearson correlation analysis was used to analyze the correlation between L2 MSS and senior high school English learners' achievement,and the most influential factors were found.Six students were chosen based on stratified sampling for semi-structured interviews.The main results of this study are:(1)The present situation of the three dimensions in the L2 MSS varies a lot,Ideal L2 Self has the greatest influence on the senior high school Englishlearners,Second Language Learning Experience occupies the second level,and Ought-to L2 Self has the least influence on the senior high school English learners.(2)There are different effects of three dimensions of the L2 MSS between males and females.The Ideal L2 Self and Second Language Learning Experience of females are higher than that of males,and the influence of Ought-to L2 Self on males is higher than that of females.(3)The correlation between Ought-to L2 Self and senior high school students' English achievement is the lowest,while the correlation between Ideal L2 Self and Second Language Learning Experience and learners' English achievement are higher,among which Second Language Learning Experience has the greatest influence on senior high school English learners.Through the research and analysis,this study draws the following enlightenment:teachers can strengthen students' expectation of their English learning through practical and effective teaching methods in the future,and stimulate students' interest in English learning,and constantly improve their professional ability and personal charisma so as to bring students a good foreign language learning experience,thus improving students' English learning performance.