An Introduction of Zoltán Dornyei's L2 Motivational Theories

Professor Zoltán D?rnyei is an influential researcher of L2 learning motivation. Since 1990 s, he put forward several important L2 learning motivational theories and made special contribution to this field. This paper introduces his four L2 learning motivational theories: 1)Three-level framework of L2 motivation; 2) Process model of L2 motivation; 3)The L2 Motivational Self System; 4) Directed Motivational Currents(DMC).

A Brief Analysis of L2 Motivation

Learning motivation is the motility to urge the student to be engaged in the studies activity.This thesis has introduced types of L2 learning motivation.Through the contrast and analysis about the positive motivation and negative motivation in practical applications,this paper has indicated the unique of positive motivation and the defects of negative motivation,and make reasonable suggestions.

Study of L2 Learning Motivation Based on L2 Motivational Self System

In the framework of D6rnyei＇s L2 Motivational Self System （hereafter abbreviated as L2MSS）, this paper makes an empirical survey among learners of English in China, investigating the parameters of the three internal components of L2MSS among learners of various L2 proficiency levels. It is found that the strongest predictor among the three internal components of L2MSS contributing to the L2 Learning Motivation is closely related to learners＇ L2 proficiency levels. For lower-level L2 learners, the strongest predictor of L2 Learning Motivation is Second Language Learning Experience （hereafter abbreviated as SLLE）, while for higher-level L2 learners, the strongest predictor is their Ideal L2 Self. Furthermore, the overall picture of the parameters of the three internal components of L2MSS across various groups of L2 proficiency levels shows a regular pattern. That is, with the increase of L2 proficiency, the self dimension （Ideal 1.2 Self and Ought-to L2 Self, especially the former） plays an increasingly important role in its contribution to L2 Learning Motivation while the SLLE plays a decreasingly important role in the contribution to L2 Learning Motivation.

The Factors in L2 Learning Motivation and Their Pedagogical Implications in English Classroom

Motivation is a powerful affective variable in SLA （Second Language Acquisition）, and it has a great influence on L2 （Second Language） learning. L2 learning motivation is affected by language-related factors such as the culture, the community and the value of the L2 and of learning it, learner factors such as self-efficacy, causal attribution, goal orientation etc, and learning-situation-specific factors such as the teacher, the teaching method, the syllabus and so on. These factors have great pedagogical implications in English classroom.

A Study on the Correlation between Second Language Learning Motivation and Formative Assessment

This paper explores the relationship between motivation and assessment and find out the assessment strategies which could motivate students better in L2 learning based on the data and responses collected from 30 non-English majors in a regional university. The data and responses revealed that formative assessment could motivate students better, especially during the process of English learning. It also revealed some problems existing in the assessment strategies implemented in this study, such as the impartiality of peer-assessment and the poor efficiency of group work.

Opening the“Black Box”:How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students'Intrinsic Motivation for English

Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivational impact takes place.Additionally,despite the flexibility of mobile learning,most existing studies are conducted in classroom settings,with less attention paid to out-of-school technology usage.Design/Approach/Methods:To address these gaps,we present a model based on self-determination theory and propose the idea of“motivational transfer”to explain the psychological mechanism underpinning the impact of technology.To examine the model,we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language(EFL)after school for 6 weeks.Findings:Questionnaire and group interview data support our hypothesized mechanism:learners'activity-specific intrinsic motivation(IM)for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level,thereby enhancing learners'global IMforL2.OriginalityValue:The proposed theoretical model expands our understanding of how digital technology stimulates learners'L2 motivation;it can help L2 educators design better technological affordances to promote learners'motivation both in and outside the classroom.

A Study on Chinese Students＇ Perceptual Learning Styles, Ideal L2 Self, and L2 Motivated L2 Behavior

This study investigates Chinese elementary, middle, and high school students＇ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students＇ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.