英语与非英语专业学习者二语动机自我系统的个案对比研究

L2 Motivational Self System—Contrastive Research on Two Case Studies of EFLs from English Major and Non-English Major

动机作为二语习得研究的重要领域,近年来涌现出很多新的理论,其中包括D?rnyei(2009)的二语动机自我系统及Ushioda(2009)的情境中全人的相联观。本研究以这两个理论为基础,采用个案研究的方式,通过分析两位分别来自于英语专业及非英语专业学习者的采访记录及日记资料,发现这两位学习者的二语动机自我系统都是动态变化的,其理想二语自我、应该二语自我和二语学习经验三因素之间相互影响,但英语专业学习者的系统变化更加活跃,同时它的系统效力更强,使其更加主动地努力学习。因此对英语专业学习者,应利用良好环境,协助其构建良好的二语动机自我系统,而对非英语专业学习者,应该在营造良好的学习环境下协助其构建有效的二语动机自我系统。

Motivation is an important part within Second Language Acquisition research, in which therehave emerged many new theories including 'L2 Motivational Self System' of D?rnyei(2009) and 'Personin-Context Relational View' of Ushioda(2009). This qualitative research was conducted on the basis of these two theories, and explored the L2 motivational self system of two learners majoring in English and Biology respectively through interviews and learning journals. The results showed that all three components(Ideal L2 Self, Ought-to L2 self, L2 Learning Experience) of their systems were interacted with each other. But the English major's system was more dynamic andits motivating capacity was more powerful which was represented by its active effort in learning English. Therefore, for English majors, teachers should make full use of the good learning environment and help them to establish excellent L2 motivational self systems, while for non-English majors, teachers should create an excellent learning environment first to help them establish effective L2 motivational self system.