A Study On The Correlation Among Middle School Students’ L2 Motivational Self-system,Perceived Classroom Goal Structure And English Achievement

Motivation is an important factor affecting foreign language learning.The complexity of motivation makes motivation a constant concern of language researchers.Since the 21st century,L2 motivation has emerged a new trend.Based on the complex dynamic system of L2 motivation,Dornyei put forward L2 motivational self-system(L2MSS)theory in 2005.The theory consists of three parts,namely ideal self,ought-to self and learning experience.As one of the hot research issues in the field of psychology at present,goal orientation theory has attracted extensive attention from many psychologists.Goal-oriented theory includes not only the personal goal-oriented theory from the personal level but also the classroom goal structure under the classroom context factors.The purpose of this study is to investigate the relationship among perceived classroom goal structure,L2 motivational self-system and English achievement of junior high school students,which is based on goal-oriented theory and learning motivation theory.This study mainly aims to explore three questions:1.What is the status quo of the perceived classroom goal structure and L2MSS of junior high school students?2.Are there any differences in L2MSS and perceived classroom goal structure among junior high school students of different levels and genders?3.Are there any correlations among junior high school students’ L2MSS,perceived classroom goal structure and English achievement?If so,how relevant?Study found that:1.Junior middle school students’ second language motivational self-system and perceived classroom goal structure is better.2.There is no significant difference in the second language motivational self-system and perceived classroom goal structure among junior high school students of different genders.However,there are significant differences in the ideal L2 self and the ought-to L2 self among students of different levels,that is,the excellent students are higher than the fail ones,and the good students are higher than the fail ones.3.The ideal L2 self,L2 learning experience,mastery-approach goal and English achievement have pair correlation,among which,the ideal L2 self and L2 learning experience have a complete mediating effect on the mastery-approach goal and English achievement.Based on the survey results,the following suggestions are proposed:1.Teachers should pay attention to maintaining and further stimulating learners’ ideal L2 self;2.Teachers should improve students’ second language learning experience through different teaching activities;3.Teachers should pay attention to transforming students’ought-to L2 self into ideal L2 self;4.Teachers should create a master-approach teaching environment,focusing on the development of students’ English ability;5.Teachers should avoid the use of performance-based classroom goal structure.