This study is to test Dörnyei’s L2 Motivational Self System in China's Mainland.Based on 564 questionnaire forms col⁃lected from secondary and university EFL learners,and correlation analysis,it confirms D&#...This study is to test Dörnyei’s L2 Motivational Self System in China's Mainland.Based on 564 questionnaire forms col⁃lected from secondary and university EFL learners,and correlation analysis,it confirms Dörnyei’s assumption that integrativeness can be interpreted as being an L2-specific facet of an L2 learner’s ideal self,and suggests that the L2 learning experience plays a more important role than the other components in influencing the amount of effort learners invest on learning English.展开更多
This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed metho...This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that D6rnyei＇s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.展开更多
文摘This study is to test Dörnyei’s L2 Motivational Self System in China's Mainland.Based on 564 questionnaire forms col⁃lected from secondary and university EFL learners,and correlation analysis,it confirms Dörnyei’s assumption that integrativeness can be interpreted as being an L2-specific facet of an L2 learner’s ideal self,and suggests that the L2 learning experience plays a more important role than the other components in influencing the amount of effort learners invest on learning English.
文摘This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that D6rnyei＇s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.
