Research On The Relationships Between Oral WTC In Class And L2MSS Of Preparatory Students

This thesis combines the second language motivational self system(Dornyei,2005;2009)and the second language willingness to communicate Model(MacIntyre,1998)to explore the complex relationships between the L2 ideal self,L2 ought self,Chinese learning experience and in-class oral willingness to communicate of preparatory learners of Chinese as a second language.Based on the review of previous studies,this thesis puts forward a hypothetical research model of L2 motivational self system and in-class Chinese oral communication willingness.The main contents include:(1)the learners’ individual differences have influences on the willingness of oral Chinese communication and the L2 motivational self system;(2)the second language motivational self system is effective among preparatory Chinese learners;(3)the second language motivational self system has influences on the willingness of oral communication in class.By using the mixed research methods,a questionnaire has been distributed among 207 preparatory Chinese learners from 7 domestic universities,and then the author get 13 effective semi-structured interviews.Secondly,the questionnaire data are processed and analyze.This thesis uses SPSS22 to test the reliability and validity of the scale,descriptive statistics and analysis of variance.The results show that the individual differences of learners such as learning time,Chinese proficiency,institutions of study and learner countries are related to the learners’ L2MSS and the willingness of oral communication in class.The author imports the processed SPSS data into AMOS to test and adjust the hypothetical model proposed in this thesis.The model test shows that there are complex relationships among variables such as ideal L2 self,ought L2 self,Chinese learning experience and willingness to communicate in oral Chinese in class.Within the L2MSS,ideal L2 self and ought L2 self have influence on Chinese learning experience,and they influence each other.The influence of L2MSS elements on learners’ willingness to communicate in class is in the following order:Chinese learning experience>ideal L2 self>ought L2 self.Thirdly,in order to understand the specific manifestations of the second language motivational self system affecting the second language communication intention,the author makes a qualitative analysis of the interview content.The ideal L2 self is embodied in the integrated attitude,the interest in culture,the attitude towards learning and the imaginary Chinese self;ought L2 self be reflected in parents’ suggestions or expectations and concerns about failing the exam;Chinese learning experience is manifested in peer or class atmosphere,teachers,teaching method,online teaching condition,curriculum design and learning experience.Based on the research,this thesis puts forward some teaching suggestions.In this study,the L2 motivational self system is introduced into the investigation of oral communication willingness of preparatory Chinese learners in class.The research is not only helpful for the study of communicative willingness to conform to the developing theory,but will also enrich the research of learning motivation and communicative willingness of preparatory Chinese learners,and provide some reference for the practice of preparatory Chinese teaching.However,this thesis still needs to be further improved in research tools,subject background information and teaching practice.