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 interna...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.展开更多
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 ...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).展开更多
基金supported by the Humanity and Social Sciences Planning Fund Sponsored by Chinese Ministry of Education(Grant No.10YJAZH048)
文摘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.
文摘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).
