A Study Of The Relationships Between Self-perceived L2 Proficiency,Foreign Language Classroom Anxiety,Resilience And Demotivation Of Chinese Non-English Major Undergraduates

Motivation,as one of the main individual factors influencing language learners’language learning,has been widely investigated by educationists and linguists from different perspectives.Its opposite side,demotivation,however,received,relatively speaking,less attention.Though rarely studied,its importance manifested itself during the language learning process.Although relevant research is helpful for learners and teaching practitioners to understand the nature of motivation to some extent,it is still difficult to prevent students from feeling demotivated.Demotivation could be affected by self-perceived L2 proficiency and anxiety as well.Although demotivation cannot be eliminated,it can be mitigated to some degree.The recent borrowing of "resilience"from psychology illustrates the above-mentioned point.The present study,therefore,aims to investigate the relationship between self-perceived L2 proficiency,anxiety,resilience,and demotivation.Particularly,it attempts to resolve the following questions:(1)What are the characteristics of self-perceived L2 proficiency,anxiety,resilience,and demotivation among non-English major undergraduates?(2)What are the relationships between self-perceived L2 proficiency,anxiety,resilience,and demotivation?(3)Are there any gender and grade differences in self-perceived L2 proficiency,anxiety,resilience,and demotivation?(4)Can resilience mediate the relationship between self-perceived L2 proficiency and anxiety,and the relationship between anxiety and demotivation?To answer these questions,a total of 385 non-English major undergraduates from four provinces were recruited to take part in the research.Questionnaires were distributed to collect data.SPSS 21.0 and AMOS 17 were used to analyze the data.Before data analysis,data cleaning was conducted.Basic statistical methods,like descriptive statistics and inferential statistics were utilized.The results are as follows:undergraduate students experience a medium level of self-perceived L2 proficiency,a medium level of anxiety,a high level of resilience,and a low level of demotivation;there exists a significant difference between male and female students in resilience,and freshmen and sophomores in demotivation;the four variables,self-perceived L2 proficiency,anxiety,resilience,and demotivation are closely associated with each other;resilience,as a powerful mediator,may mediate the association between self-perceived L2 proficiency and anxiety,and that between anxiety and demotivation.The present study reveals the relationships between self-perceived L2 proficiency,anxiety,resilience,and demotivation,which has both theoretical and practical implications.Theoretically,it introduces a new perspective to reduce language learners’anxiety and demotivation.Practically,suggestions are provided for teachers to maintain motivation and reduce anxiety as well as demotivation.In addition,limitations of the present study and suggestions for future research are provided.