A Study Of Technical Training School Students’ English Learning Motivation Based On The L2 Motivational Self System

English is a compulsory course of basic culture in the curriculum of technical training schools.Unfortunately,technical training school students generally have a low level English proficiency and weak learning motivation.Many studies at home and abroad have confirmed that motivation plays an important role in the process of English learning and affects the effectiveness of English learning directly.Therefore,improving technical training school students’ motivation to learn English is a topic that English teachers face directly.In 2005,the Hungarian linguist D?rnyei proposed a framework of the L2 Motivational Self System(short for L2 MSS theory),which is suitable for researching L2 learning motivation in different cultural and learning contexts.Based on the L2 MSS theory,this research addresses the following three questions:(1)What is the current situation of technical training school students’ L2MSS?(2)Can the teaching intervention to improve technical training school students’ ideal L2 self enhance their L2 learning motivation?(3)What are the students’ evaluations of the teaching intervention?This research combines quantitative and qualitative research methods.Regarding the questionnaire used by D?rnyei(2005)and Liu(2010),combined with the characteristics of students in technical training schools,a special questionnaire suitable for the students of the technical training school was developed.A questionnaire survey was launched among students,and 468 valid questionnaires were returned.Subsequently,one experimental class and one control class were randomly selected among the classes that participated in the questionnaire survey,and a 16-week teaching intervention experiment was carried out.Then,the second questionnaire survey was conducted after the teaching intervention experiment.Finally,five students in the experimental class were randomly selected for interviews after the experiment.The students were asked to answer questions according to their actual situation to supplement the quantitative research.All data is statistically and analyzed through SPSS20.0,and the following five conclusions are drawn:1.On the whole,students in technical training schools had low English learning motivation.Among the three dimensions of L2 MSS,the L2 experience scored the highest,followed by ought-to L2-self,and the ideal L2-self scored the lowest,with an average score of only 3.33,which is lower than the qualified score of 4.2.There were some differences in L2 MSS of different genders.The ideal L2 self,ought-to L2 self,and L2 learning experience of girls in technical training schools were significantly higher than boys’.3.There were differences in the ideal L2 self of students from different departments of different majors,but there was no apparent difference from other aspects of L2 MSS.4.The teaching intervention increased technical training school students’ ideal L2 self to improve their English learning motivation.Besides,the level of ought-to L2 self and L2 learning experience were also improved,but the improvement was not significant.5.Students were satisfied with the effect of the teaching intervention.They generally believed that they benefited a lot from the strategies based on the “ideal L2self”,and their English learning motivation also had improved.This research expands the range of research subjects on English learning motivation based on the L2 MSS theory and provides several suggestions for teachers in English teaching.First,in the teaching process,teachers can use vision enhancement programs to instruct students to construct the ideal L2 self.Second,teachers should pay attention to the differences in gender and the differences in majors of students in teaching.Third,teachers should consider the characteristics of students and integrate professional knowledge into the English classroom.