The Influence Of Tibetan Middle School Students’ Second Language Motivational Self-System On National Common Language Learning: The Mediating Role Of Willingness To Communicate In Chinese In And Out Of Class

The validity and practicality of the second language motivational self-system theory has been confirmed by a large number of scholars at home and abroad,and the theory is not only applicable to the study of English learning in different language environments,but also to other language learning studies.However,most of the previous studies on second language motivational self-systems and language achievement in China have focused on the English language learning of Han Chinese students,and few studies have been conducted with ethnic minority students as the target group.With modern language teaching methods increasingly focusing on actual language communication,communicative willingness has become a key research issue in the field of language acquisition and communication,and students’ communicative willingness also affects their language achievement.Motivation and communicative willingness have been widely discussed by scholars at home and abroad as two important factors influencing students’ academic performance.However,few scholars have systematically explored the effect of Tibetan students’ second language motivational self-system on their willingness to communicate in and out of class and their Chinese achievement,and few scholars have investigated the mediating role of willingness to communicate in and out of class between Tibetan students’ second language motivational self-system and their Chinese language achievement.Therefore,this study aims to investigate the effects of Tibetan students’ motivation levels and their willingness to communicate in Chinese on Tibetan students’ learning of the national common language.Using the second language motivational self-system and communicative willingness model as the theoretical framework,this paper collects data from 556 Tibetan middle school students in a Tibetan middle school in Gannan Tibetan Autonomous Prefecture through a combination of questionnaires,MHK tests and interviews.The study data were analyzed by SPSS 23.0,AMOS 23.0 and Nvivo11.0 and the results showed that:(1)Tibetan secondary school students’ ideal second language self,should second language self,positive learning experiences and negative learning experiences all play an important role in students’ motivation to learn,with the should second language self playing a more pronounced role.Tibetan secondary school students’ willingness to communicate in Chinese in class is stronger than their willingness to communicate in Chinese outside of class.(2)The higher the level of ideal second language self,should second language self and positive learning experiences and the lower the level of negative learning experience of Tibetan secondary school students,the higher the students’ willingness to communicate in Chinese inside and outside the class and their Chinese achievement.The higher the level of willingness to communicate in Chinese inside and outside the class,the better the students’ performance in Chinese.(3)Tibetan secondary school students’ willingness to communicate in Chinese in class partially intermediates the relationship between should-be second language self and negative learning experiences and Chinese achievement.In summary,this study clarifies the relationship between the second language motivational self system and the performance of Tibetan secondary school students in Chinese achievement and the mechanism of the role of Chinese communicative willingness.in the hope that this study can provide theoretical guidance for Tibetan students to effectively improve their national common language learning.