A Study Of Learning Motivation Of High School English Learners From The Perspective Of L2MSS

Motivation plays an essential role in language learning and has received continuous attention.In recent years,the research paradigm of second-language motivation has undergone a shift from a social educational model to a second-language self-model.D(?)rnyei(2005)proposed the L2 Motivational Self System based on the "self-discrepancy" and "self-directing" theories,combined with relevant empirical research.This theory has become an important framework for the study of motivation in second language acquisition.Most studies have focused on the validity and correlation of college students’ second-language self-motivation system.This study takes high school students as the research object to investigate the current situation of high school students’ second language motivation,using the self-system theory of second language motivation as its foundation,in the hope of providing a reference for high school English teaching and learning.In this study,a total of 347 students from 6 classes of a high school in Nanjing were selected as the research subjects,and questionnaires and interviews were used to collect data.Meanwhile,the collected data were analyzed by the software SPSS(28.0).The following three questions are to be addressed: 1.What is the current status of the second language motivational self-system of high school students? 2.How are the three dimensions of the current high school student’s L2 MSS influenced by family,gender,and grades?3.What is the impact and predictive power of the three dimensions of the second language self-system on academic performance for high school students? How do the three dimensions influence?The results are as follows:(1)Students generally have a high level of Ideal L2 Self and L2 learning experience,but the level of Ought to L2 Self is low.(2)Students’ ideal second language self will be affected by gender factors.Girls have a higher Ideal L2 Self.Academic level will also have a significant impact on students’ Ideal L2 Self and L2 learning experience level,the higher the English score,the higher the student’s Ideal L2 Self and L2 Learning Experience level.The educational level of family members will only affect the level of the Ought to L2 Self and Ideal L2 Self.The higher the educational level of family members,the higher the student’s Ought to L2 Self and Ideal L2 Self.At the same time.The educational level of family members will not affect the student’s L2 Learning Experience.(3)The ideal L2 self has a significant positive predictive ability on English academic level,while the Ought to L2 Self has a remarkable negative predictive ability on English academic level.Based on the research findings,pedagogical implications are provided to improve the L2self-level of high school students,stimulate students’ motivation in learning English,and enhance students’ English academic level.In the end,the limitations of the study are summarized and some suggestions for future study are given.