The Classification Of English Learning Motivation Of University Students:from The Perspective Of L2 Motivational Self System

Based on the perspective of L2 Motivational Self System Theory,this study aims to explore the classification of English learning motivation of university students and the differences among students of different regions,university categories and majors so as to effectively motivate students to learn English as well as providing teachers with practical suggestions for the improvement of English instruction.To this end,a mixed approach of quantitative and qualitative research methods was adopted.The research was divided into two steps:the first step was semi-structured interview.In order to make a comprehensive understanding of university students’ English learning motivation and design the questionnaire,30 students including English majors and non-English majors were interviewed individually.Within-case analysis and cross-case analysis were used to analyze the collected data.Then the questionnaire of English learning motivation was developed on the basis of the contents of the interview and previous studies.The second step was a survey by questionnaire.At this step,916 questionnaires were distributed to the university students in six selected universities of different regions in the eastern(Tianjin),central(Henan)and western(Guizhou)China.At last,a total number of 879 valid questionnaires were analyzed with the help of SPSS 19.0.The research results showed that from the perspective of L2 Motivational Self System,Chinese university students’ Ideal L2 Self includes integrative motivation,instrumentality-promotion and international posture;Ought-to L2 Self comprises instrumentality-prevention;L2 Learning Experience includes learning situation motivation.For students of eastern,central and western regions of China,there are differences in Ideal L2 Self and Ought-to L2 Self,but there are no significant differences in L2 Learning Experience.For students of key universities and non-key universities,English majors and non-English majors,there exist significant differences in Ideal L2 Self,Ought-to L2 Self and L2 Learning Experience.The results of this research have enriched the empirical study of L2 Motivational Self System Theory in our nation,as well as provided implications for English teaching and learning.