A Study Of The Relationship Among L2 Motivational Self System,Motivational Regulation Strategies And English Learning Behavioral Engagement Of Senior High School Students

L2 Motivational Self System(L2MSS)and English Motivational Regulation Strategies involve cognitive factors and emotional factors of learners in the learning process.English Learning Behavioral Engagement that incorporates cognitive factors and emotional factors is conducive to improving language learning.Existing research takes Motivational behavior or Effort as behavioral manifestation of L2 MSS and Motivational Regulation Strategies to explore the relationship between them.But Motivational behavior or Effort lacks clarified components,only emphasizing individual learning and ignoring learners’ cooperative learning with classmates and teachers.Therefore,this dissertation takes English Learning Behavioral Engagement as behavioral manifestation,which can investigate the relationship of them more comprehensively.The research objects are 207 students in the second grade of high school in Hohhot.Questionnaire and Interview are used to answer the following research questions:(1)What are the overall patterns in L2 Motivational Self System,Motivational Regulation Strategies and English Learning Behavioral Engagement in Junior High School?(2)What are the correlations among L2 Motivational Self System,Motivational Regulation Strategies and English Learning Behavioral Engagement in Junior High School?(3)What are the causal relation among L2 Motivational Self System,Motivational Regulation Strategies and English Learning Behavioral Engagement in Junior High School?The results of the study are as follows: Firstly,In L2 Motivational Self System,Ideal L2 self(M=4.326)and Second Language Learning Experience(M=4.424)are in the high level,and Ought to L2 self is at the low level(M=2.813).Motivational Regulation Strategy with the highest frequency is Interest Enhancement(M=4.58),with the lowest frequency is Self-reward(M=4.077).English Learning Behavioral Engagement is at a moderate level(M=4.147),with Classroom Learning at a high level(M=4.481),and Independent Learning(M=4.062),Cooperative Learning(M=4.051)and Teacher-Student Interaction(M=3.887)at a medium level.Secondly,Ideal L2 Self,Language Learning Experience have significant positive correlation with eight motivational regulation strategies and English Learning Behavioral Engagement.Ought-to L2 Self only has significant positive correlation with two motivational regulation strategies,does not have correlation with English Learning Behavioral Engagement.Motivational Regulation Strategies have significant positive correlation with English Learning Behavioral Engagement.Thirdly,Ideal L2 Self can significantly predict Interest Enhancement,Performance Self-talk,Task Value Enhancement,Volitional Control,Self-efficacy Enhancement and Self-reward.Second Language Learning Experience can significantly seven other strategies except Self-reward.Ought-to L2 Self can only significantly predict Self-reward and Negative-based Incentive.Ideal L2 Self and Second Language Learning Experience can significantly predict English Learning Behavioral Engagement,but Ought-to L2 Self can not significantly predict English Learning Behavioral Engagement.Among eight motivational strategies,only Interest Enhancement,Performance self-talk,Mastery self-talk and Task Value Enhancement can significantly predict English Learning Behavioral Engagement.Based on research conclusions,some suggestions has been put forward from the following aspects: helping students shape an ideal second language self,helping students have pleasant English learning experience,cultivating students’ ability to use motivational regulation strategies,strengthening teacher-student interaction and emphasizing cooperative learning,improving independent learning ability.