A Correlational Study Of Perceptual Learning Style,L2 Motivational Self System And Motivated L2 Behavior For High School Students

Perceptual learning style and L2 learning motivation are two important factors that influence learners’ individual differences and motivated behavior.There are many studies on perceptual learning style,L2 Motivational Self System and motivated L2 behavior at home and abroad,which gain significant achievements in theory and practice.Since 21st century,the research on L2 learning motivation appears new trends.Foreign theoretical research and empirical data all consider that the sources of motivation include individual factors,like emotion and cognition,and also involve situational and time factors.So motivation is a kind of complex dynamic system.Based on this,Zoltan Dornyei proposed the L2MSS theory in 2005.It is the latest theory for language learning motivation.In recent years,many foreign scholars have combined this theory with perceptual learning style and proved that there is indeed close relationship between the two.However,previous studies mainly focus on the influence of perceptual learning style on learner’s creation of ideal L2 self,ignoring the other two components of L2MSS.And very few researches take Chinese L2 learners as research subjects.Moreover,in China,there are not many empirical studies on this theory,especially for the correlation of perceptual learning style,L2MSS and motivated L2 behavior.Therefore,this research uses L2MSS theory as the theoretical foundation,and takes 113 high school students from the attached middle school of HUST as research subjects.Through quantitative and qualitative methods,this research explores the correlation of Chinese high school students’ perceptual learning style,L2MSS and motivated L2 behavior,which expects to make up the blanks and limitations of domestic studies in this field.Following are the main findings of this study:Firstly,high school students prefer visual learning style most.There is no significant gender and grade difference in high school students’perceptual learning style preference.Secondly,the overall level of high school students’ L2MSS is relatively high.The level of ideal L2 self is the highest,while that of ought-to L2 self is the lowest.There is no significant gender difference in their L2MSS.There is no significant grade difference in high school students’ ideal L2 self and ought-to L2 self,but there is significant grade difference in their L2 learning experience.Thirdly,high school students’ visual learning style is positively correlated with L2MSS,and such correlation is significant.Lastly,visual learning style,ideal L2 self and L2 learning experience are the predictors of high school students’ motivated L2 behavior.The find:ings of this research can give some implications and suggestions for English teachers to combine L2 learning with learners’ individual characteristics in teaching practice,as well as pay attention to learners’ perceptual learning style to form self recognition in language learning.Thus English teachers can better initiate students’ L2 learning motivation and keep the persistence of it.