Research On The Correlation Among L2 Motivational Self System,Foreign Language Anxiety And English Achievements Of English Majors

With the further researches on Second Language Acquisition,more and more people come to realize that emotional factors play a significant role in foreign language learning.Researchers have gradually paid more attention to students' emotional factors especially learning motivation and anxiety,instead of the intelligence factors.Even in the similar English teaching environment,students have different academic performance,because it is related to their learning motivation and learning anxiety.Researchers have found that it is a general phenomenon that a lot of English learners in our country lack interest or motivation and have mental stress.Some students consider learning English as a task which is given by parents and teachers,or an instrument for graduating or passing examinations.Therefore,they cannot get the happiness of learning English and become more and more anxious.It goes diametrically against the English teaching aims in our country.Researches show that keeping moderate motivation and anxiety can help to promote students' learning.And students majored in English are more special in learning English comparing to non-English majors,so it is necessary to investigate and analyze the situation of them.The study selects 198 English major students who come from a university in Fujian province as subjects.The research questions are as following:(1)What's the general situation of English majors' L2 motivational self system and foreign language anxiety?(2)Are there any differences in their L2 motivational self system and foreign language anxiety between the students of high-level and those of low-level?(3)Is there correlation among students' L2 motivational self system,foreign language anxiety and English achievements?(4)What's the influence of students' L2 motivational self system,foreign language anxiety on their English achievements?The major findings are:(1)The students' level of ideal L2 self is good,but those of ought-to L2 self and English learning experience are relatively low.The anxiety of them is at a low level.(2)Ideal L2 self and English learning experience of high-level students are higher than those of poor-level students,but there is no difference in ought-to L2 self between them.(3)Anxiety has negative correlation with Ideal L2 self and English learning experience,but positive correlation with ought-to L2 self.Ideal L2 self and English learning experience have positive correlation with their English achievements,and the latter is more correlated with English achievements than the former.However,ought-to L2 self has no relationship with English achievement.And anxiety has negative correlation with English achievements.(4)English achievements can be predicted according to anxiety and Ideal L2 self in a certain degree.Based on these findings,the paper tries to put forward some advice for teaching in English major from the aspect of “L2 Motivational Self System” to improve the students' learning motivation and relieve their anxiety,such as promoting students' Ideal L2 self,and enriching their English learning experience.