Research On English Extra-curricular Tutoring Of Junior High School Students Based On The L2 Motivational Self System

Extra-curricular tutoring is a growing educational phenomenon based on the multiinterest demand under the policy background of the state's advocacy of reducing burden,emphasis of the value of discipline education and management of the paid tutoring.English plays a significant role in students' entrance examination and job-hunting,which leads to the high rate of Chinese students' English extra-curricular tutoring.Based on Dornyei's theory of L2 Motivational Self System,this study investigates 582 eighth graders from 11 junior high schools of Shanghai and interviews 10 of them.The purpose of this study is to understand and analyze the basic situation of junior high school students' participation in English extra-curricular tutoring and the relationship between the three elements of L2 Motivational Self System---Ideal L2 Self,Ought-to L2 Self and L2 Learning Experience and their subscribing to English extra-curricular tutoring.The research content mainly includes four aspects: the construction of concept and framework,the design and test of research tools,the investigation and correlation analysis,the construction of relationship diagram and suggestions.The main methods are literature analysis,questionnaire and interview.SPSS 23.0 software is used to analyze the collected data.Three main research results are obtained:(1)Junior high school students who take part in English extra-curricular tutoring have strong Ought-to L2 Self,which is mainly reflected in the exam-oriented tutoring reason and parents-oriented tutoring decisions;(2)junior high school students' participation in English extra-curricular tutoring is also influenced by Ideal L2 Self,which is mainly reflected in their recognition that their participation in the tutoring helps to improve their interest in English learning;(3)junior high school students' L2 Learning Experience has certain reference value to improve school English teaching,specifically in teaching resources,teachers' level,teaching design and style;(4)Ought-to L2 Self is dominant.Ideal L2 Self is in a state of “being suppressed” for a long time.Different second language learning experiences result in students' different L2 Learning Experience.Ideal L2 Self,Ought-to L2 Self and L2 Learning Experience influence each other.The gap between Current L2 Self and Future L2 Self makes students hope to narrow the gap through the English extra-curricular tutoring.The study shows that parents should pay attention to their children's L2 Learning Experience,weaken their Ought-to L2 Self,and school English teachers should guide students to transform their Ought-to L2 Self into Ideal L2 Self.