| Second language(L2) motivation is always considered as positively related to second language acquisition. Since English as a lingua franca has become increasingly important in China, it is crucial for Chinese learners of English to have adequate English abilities to achieve their academic or career goals, for which a strong English learning motivation is required. In the past research on L2 motivation, the L2 Motivational Self System, developed by D?rnyei(2005), is considered to be advantageous over the traditional theory proposed by Gardner(1985), especially in the English as a foreign language(EFL) context. However, this new model has not been validated enough in different contexts including China, and few comparative studies have been constructed in this area.The present study aims to examine the L2 Motivational Self System among Chinese learners of English by comparing the English learning motivation of the Chinese students at home country and abroad. The research questions are addressed as:1) In the EFL(no or little contact with L2 communities) and ESL(sufficient contact withL2 communities) contexts, what are the perceived roles of the motivational variablesand the Criterion measures measured? Are there any differences between the twocontexts? If so, how can these differences be understood based on the L2 MotivationalSelf System?2) What are the interrelationships between the motivational factors and relations betweenthe motivational factors and the Criterion measures in both contexts? Are there anydifferences between the two contexts?3) How do individual differences influence English learning motivation in the twocontexts? Are there any differences between the two contexts?4) Does the Ideal L2 self of D?rnyei’s L2 Motivational Self System(2005) have greaterexplanatory power than Gardner’s(1985) concept of Integrativeness? Can this newmotivational model be validated to Chinese learners?The study involves 146 participants, including 82 Chinese students in Beijing Institute of Technology and 64 Chinese students at universities in the United Kingdom. The data is collected from a questionnaire measuring L2 motivational variables and motivational efforts,and is analyzed with SPSS 20.0. The findings are as follows:1) The Chinese ESL learners have significantly higher Ideal L2 self but significantlylower Foreign language classroom anxiety(FLCA) than the Chinese EFL learners, butthe Criterion measures of the two groups show no significant difference.2) Chinese learners in different English learning contexts are motivated mainly bydifferent dimensions of factors. The Chinese EFL learners are mainly driven byintrinsic motives such as the Ideal L2 self and Integrativeness whereas the ChineseESL learners are mainly driven by extrinsic motives and L2 learning experience suchas the Ought-to L2 self and Foreign language enjoyment(FLE).3) The L2 Motivational Self System is validated to Chinese learners of English in bothEFL and ESL contexts in the present study, and in EFL context it has its advantageover the traditional model put forward by Gardner(1985).4) There is no way to distinguish the internalized instrumental motives(involved in theIdeal L2 self) from the less internalized motives(involved in the Ought-to L2 self) byrelating the Instrumentality with a promotion focus and the Instrumentality with aprevention focus to them respectively.5) Independent factors such as gender, educational level, years of English learning,English proficiency and length of study abroad have effects on the motivationalfactors.The research findings provide some suggestions for future L2 motivational studies and for Chinese learners of English to improve their English learning motivation. On the one hand, the L2 Motivational Self System is a valid model worth employing for future L2 motivational studies. On the other hand, different motivational techniques should be used for Chinese learners of English in different contexts. |
PDF Full Text Request