A Study On Relationships Among English Motivational Self System,English Anxiety And English Achievement Of Junior High School Students

L2 Motivational Self System（L2MSS）,which is the latest theory in L2 motivation research,is composed of three dimensions,Ideal L2 Self,Ought-to L2 Self,and L2 Learning Experience,respectively.Previous studies mainly take university students as subjects to testify the applicability of L2 MSS to various cultural EFL contexts,and to explore how L2 MSS was related to English anxiety and English achievement.However,the relationships among L2 MSS,English anxiety and English achievement of Chinese junior high school students is not fully investigated at present.So as to further test the validity of L2 MSS to junior high school students in Chinese EFL context and to clarify the interrelationships among English Motivational Self System,English anxiety and English achievement,this study deals with two issues: i)the characteristics of English Motivational Self System and English anxiety on junior high school students;ii)the relationships among English Motivational Self System,English anxiety and English achievement on junior high school students.In order to address the above issues,this study investigated 207 junior high school students and conducted an English test to collect data.After data collection,this study employed software SPSS 26.0 to run the descriptive statistics,Pearson’s correlation analysis and simple mediation effect to analyze the data.The major findings of this study are as follows: i)The majority of junior high school students are with an upper-middle level of English Motivational Self System:the level of English Learning Experience ranks first,followed by Ideal English Self,and then by Ought-to English Self.In regard to English anxiety,many junior high school students are with a lower-middle level of English anxiety: “communication apprehension” is at the highest level,followed by “worry of English learning”,and then by “fear of answering questions”,and “nervousness of attending English class” is the lowest one.ii)There are significant direct relationships among English Motivational Self System,English anxiety and English achievement: both Ideal English Self and English Learning Experience are positively related to English achievement,whereas Ought-to English Self is negatively linked to English achievement;both Ideal English Self and English Learning Experience are negatively correlated to English anxiety while Ought-to English Self is positively associated with English anxiety;English anxiety is negatively correlated to English achievement.iii)There exists a significant indirect relationship between English Motivational Self System and English achievement through English anxiety: both Ideal English Self and English Learning Experience indirectly contribute to English achievement by reducing English anxiety,while Ought-to English Self indirectly affects English achievement via enhancing English anxiety.This study can provide some implications for English teachers in junior high schools to understand and cultivate students’ English learning motivation,and to help junior high school students reduce English anxiety.