A Study On The Correlation Among Senior High School Students’ L2 Motivational Self System, Teacher Autonomy Support And English Achievement

As one of the most significant factors affecting second language learning,L2 motivation has always been a hot topic in the field of second language acquisition.With the continuous development of globalization,D(?)rnyei proposed the L2 Motivational Self System(L2MSS)while inheriting and criticizing the traditional L2 motivation theory.The system emphasizes the dynamic and systematic concept of motivation,covering three levels: language,learner and learning context.A large number of studies have demonstrated the significant influence of L2 MSS on learners’ second language learning achievement.As one of the contextual factors of students’ learning,teachers’ autonomysupportive behavior is not only closely linked to students’ effectiveness in second language learning,but also has some connection with students’ L2 MSS.However,there are few studies concerning the influence of teacher factors on students’ L2 MSS.The three factors are closely related to each other,but what kind of specific relationships exist among them needs to be further explored.Conducted with the first graders of a senior high school in Kunming,Yunnan Province,this study aims to examine the correlation among high school students’ L2 MSS,perceived teacher autonomy support,and English achievement,focusing on the following three questions:(1)What’s the status quo of senior high school students’ L2 MSS and perceived teacher autonomy support?(2)What are the correlations among senior high school students’ L2 MSS,perceived teacher autonomy support and English achievement?(3)Are there any differences in senior high school students’ L2 MSS and perceived teacher autonomy support among different genders and levels?This thesis surveyed 334 junior high school students,mostly in Yunnan Province,with empirical quantitative questionnaire investigation as the main research method and qualitative interview research as the complementary method.After analyzing 304 valid questionnaires through SPSS 22.0 and interviewing 12 students,the following conclusions were concluded:(1)High school students have relatively high levels of ideal L2 self,L2 learning experience and perceived teacher autonomy support,while their level of ought-to L2 self is relatively low.(2)High school students’ ideal L2 self,L2 learning experience,perceived teacher autonomy support and English achievement are mutually,significantly and positively correlated with each other,whereas their ought-to L2 self is significantly but negatively correlated with English achievement.Besides,high school students’ ideal L2 self and L2 learning experience play significant mediating roles between perceived teacher autonomy support and English achievement.(3)There are significant differences in high school students’ level of ideal L2 self in terms of gender.Namely,female students have significantly higher levels of ideal L2 self than male students.In addition,significant differences in ideal L2 self,ought-to L2 self,L2 learning experience and perceived teacher autonomy support also exist among students of different English levels,that is,students with higher English achievement have a higher level of ideal L2 self,L2 learning experience and perceived teacher autonomy support but a lower level of ought-to L2 self.Based on the research results and related analysis,this study proposes the following suggestions:(1)Teachers should help students build the ideal L2 self that suits their actual situation.(2)Teachers should create a favorable learning atmosphere for students and improve their L2 learning experience.(3)Teachers should help students transform their ought-to L2 self into ideal L2 self.(4)Teachers should provide students with sufficient autonomy-supportive behaviors.