A Study Of The Correlation Between L2 Motivational Self System And Autonomous Learning Ability

In the era of information,the requirements for learners’ autonomous learning ability are getting higher and higher.The factors affecting autonomous learning ability have attracted much attention from scholars.Scholars have gradually begun to pay attention to the relationship between learning motivation and autonomous learning.As the core concept of Gardner’s classic motivation model,the shortcomings of integrative motivation has become more and more prominent in the background of globalization.Based on the theories of social psychology,D(?)rnyei put forward the “L2 Motivational Self System” theory.L2 MSS includes three elements:“Ideal L2 Self”,“Ought-to L2 Self” and “L2 Learning Experience”.D(?)rnyei believes that in the background of globalization,compared with integrative motivation,the Ideal L2 Self is more suitable for motivation research in EFL learning.Therefore,this theory began to be widely used in research by scholars.L2 MSS has opened up new horizons for related research in the field of L2 motivation.The main ideas and concepts of the theory have also been verified by scholars(such as Csizer & Kormos2009;Ryan 2009;Liu Fengge 2010),but the important concepts of the theory are not yet mature.It urgently needs to be deeply explored and verified in the study of L2 motivation related to different learning environments,different research objects,and other learning influencing factors.Therefore,this research aims to explore the correlation between L2 MSS and autonomous learning ability by taking high school students as the research object.This research mainly answers the following three questions:(1)What is the overall picture of L2 MSS of high school students?(2)What is the overall picture of autonomous learning ability of high school students?(3)Whether there is correlation between L2 MSS and autonomous learning ability? If any,how does the dimensions of L2 MSS related to the dimensions of autonomous learning ability ? In this research,data was collected through two questionnaires,and the results of the questionnaire were input into SPSS statistical software for data analysis.At the same time,the data analysis results are supplemented with the interview.The conclusions of this research are as follows: Firstly,the L2 MSS of high school students is at a medium level as a whole,and all dimensions are a medium level.Among them,the Ideal L2 Self is the highest,and the Ought-to L2 Self is the lowest.In terms of gender,the L2 MSS level of girls is significantly higher than that of boys.In terms of the liberal or arts,learners from different backgrounds do not have marked differences at the L2 MSS level.Secondly,the overall of autonomous learning ability of high school students,is at a medium level.Among them,the average value of understanding the teaching goal is the largest,which is at a high level;the average value of setting learning goals is the lowest,which is at a medium level.Finally,correlation analysis shows that L2 MSS of high school students is moderately positively correlated with autonomous learning ability.Among them,Ideal L2 Self and L2 Learning Experience are both positively correlated with autonomous learning ability.There is a weak correlation between Ought-to L2 Self and autonomous learning ability.This research verified that L2 MSS is applicable to motivation research in a foreign language learning environment such as China on an empirical level.At the same time,it also provides data support for current situation of L2 MSS of Chinese high school students and the correlation between L2 MSS and autonomous learning ability.In addition,this article also combines the research results to put forward corresponding teaching suggestions for English teaching.Therefore,this research has both theoretical and practical significance.