The Correlation Between Non-English Majors’L2 Motivation And Their English Achievements:A Perspective Of L2 Motivational Self System

From a perspective of L2 motivational self system(L2MSS),the purpose of this paper is to research the relationship between non-English majors’ L2 motivation and their English achievements.L2 MSS has three dimensions: ideal L2 self(IL2S),ought-to L2 self(OL2S)and L2 learning experience(L2LE).Currently,this theoretical framework has become a new hot topic in the L2 motivation field of research.This research aims to answer four research questions.First,what is the status quo of non-English majors’ English learning motivation? Second,what is the difference of non-English majors’ L2 MSS between the low-score group and high-score group? Third,how are the non-English majors’ L2 MSS and their English achievements correlated? Fourth,what are the possible ways to improve students’ L2 MSS in their English learning? The author selected 200 freshmen of non-English majors as the research participants,employing the questionnaire,interview and English test as the research instruments.Then,descriptive statistics was processed through SPSS 26.0,and independent sample t-test,Pearson correlation analysis and multiple regression analysis were used to explain the results quantitatively and qualitatively.Based on the analysis of the data,the findings are as follows.First,generally speaking,L2 motivation of non-English majors was at the medium level.In the three dimensions,the IL2 S was the highest.The second highest was L2 LE.The lowest was OL2 S.Second,there were significant differences in the dimensions of IL2 S and L2 LE between high-score group and low-score group,and there was no significant difference in the dimension of OL2 S between the two groups.Third,in the L2 MSS,the correlation between OL2 S and English achievement was the weakest,while the correlation between IL2 S and L2 LE and learners’ English achievement was stronger;L2LE had predictive effect on students’ English achievement.Fourth,teachers can improve students’ L2 self-motivation by constructing,stimulating and enhancing their learning motivation and designing some activities related to self-management,so as to improve their performance.The study has the following implications for Chinese college English teaching.First,teachers need to help students improve their IL2 S and set practical goals;second,teachers are supposed to try to enrich students’ L2 LE,paying attention to their individual differences and guiding them actively;third,teachers and learners ought to maximize the positive role of external influence,such as correctly dealing with the pressure brought by the exam together.