Advanced Chinese Learners’ L2 Motivational Self System

This research is based on the L2 Motivational Self System(L2MSS)theory of second language motivation proposed by Zoltán D?rnyei.By using quantitative as well as qualitative investigation methods,we explore the second language motivation and second language self of foreign students in major of Chinese-Foreign translation field of the Chinese language Major in the School of Chinese Studies of Beijing Foreign Studies University(hereinafter referred to as the "translation class"),verify the validity of the second language motivational self system(L2MSS)in the "translation class" students,and explore the differences between the second language motivation of the "translation class" students and other advanced learners by taking other Chinese advanced foreign students as the control group.After investigation,it is found that the L2MSS of translation class students is generally higher than other advanced learners,among which,the ought-to self and instrumental motivation play a pivotal role.Through the investigation and analysis of the motivation factors of other advanced Chinese learners in the "translation class" and the control group,the results show that the traditional integration motivation is related to the ideal self,and the instrumental-reduction motivation is related to the ought-to self.In addition,different genders did not show significant differences in the L2 motivational self system.However,instrumental motivation increases significantly from freshman to sophomore.Finally,among the students in the "translation class",there is a significant correlation between their ideal self and learning experience and HSK scores.