| This study investigated the cross-grade development of the L2 learning motivation,L2 self and L2 learning style of vocational college(VC)students as well as their correlations with some learner factors and social factors.It is aimed to explore the following research questions:1.How does VC students’L2 learning motivation develop across the grades?2.How does VC students’ L2 self develop across the grades?3.How does VC students’ L2 learning style develop across the grades?4.To what extent does VC students’ L2 learning motivation,L2 self and L2 learning style correlate with their learner factors?5.To what extent does VC students’ L2 learning motivation,L2 self and L2 learning style correlate with their social factors?The subjects of the present study were 2587 students ranging from Grade 1 to Grade 3 in a vocational college in Nantong.The data of the subjects’ L2 learning motivation,L2 self,L2 learning style,learner factors and social factors were collected via a set of revised questionnaires based on previous studies home and abroad.By using Statistical Package for the Social Sciences(SPSS)Version 21.0,descriptive statistics,one-way ANOVA and Pearson correlation analysis were conducted to find out the answers to research questions of the present study.The major findings of the data analysis are as follows:Firstly,vocational college students’ L2 learning motivation declines from Grade 1 to Grade 2 and rises in Grade 3.There is significant difference between Grade 2 and 3.It is assumed that Grade 3 students have the strongest learning motivation because they need a certificate of English proficiency as a requirement for graduation,and a good command of English can help them better learn professional coursesSecondly,vocational college students’ L2 self falls from Grade 1 to Grade 2 and goes up in Grade 3.A significant difference can be found between Grade 2 and Grade 3.The implied reason might be that Grade 3 students are more aware of the importance of English since they are faced with the pressure of graduation,job hunting or pursuing further study,and they need to spend more time and make greater efforts to learn EnglishThirdly,vocational college students’ L2 learning style falls from Grade 1 to Grade 2 and rises in Grade 3.There is significant difference between Grade 3 and Grade 1 as well as Grade 2.The development might be related to students’ learning habits,learning content and teachers’ teaching methods.Fourthly,on the overall perspective,students’ L2 learning motivation,L2 self and L2 learning style show significant positive correlations with all the learner factors,i.e.students’English proficiency,duration of learning English every day,duration of learning English every week,satisfaction of exam marks,desire to learn English well and joy of learning English,among which the joy of learning English is the most positively correlated and English anxiety and open style are the most negatively correlated with students’ English proficiency.It is assumed that excessive anxiety can lead to negative emotions like tension and restlessness,thereby reducing students’ learning efficiency;and the high level of open style reflects students’ poor ability in autonomic learning and lack of planning when doing tasks,which will have a negative effect on learning,thus affecting academic performanceFifthly,among all the social factors,fathers’ education levels,mothers’ education levels as well as satisfaction of English teachers,books and teaching ways are all significantly and positively correlated with students’ L2 learning motivation,L2 self and L2 learning style,while parents’ emphasis on English learning is negatively correlated with students’ L2 learning motivation,L2 self and L2 learning style.It is supposed that parents’ overemphasis on English learning can exert great psychological pressure on students,causing fear and resistance to learning,and then affect their learning motivation,L2 self and L2 learning style.Based on these results,some pedagogical implications are proposed for English teaching in vocational colleges.Firstly,teachers should focus on the cultivation of students’L2 learning motivation.Teachers can guide students to get to know the importance of learning English and the needs for English in their future work,for example,by introducing national policies like the "Belt and Road" initiative.Secondly,teachers should help students establish ideal L2 self and confidence,and reduce their anxiety by creating a pleasant and harmonious learning atmosphere and adopting appropriate evaluation methods.Thirdly,teachers should get a better understanding of students’ learning style preferences and then instruct them in L2 learning accordingly.Fourthly,parents should not push students too hard in English learning in order to avoid the negative effect on students’ L2 learning motivation,L2 self and L2 learning style... |
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