A Comparison of the L2 Motivational Self System Between Chinese EFL and ESL Learners  

关于中国EFL学习者和ESL学习者的“二语动机自我系统”的对比分析（英文）

作　　者：ZHANG Jianying 张建英(大连东软信息学院)

机构地区：Dalian Neusoft University of Informatio

出　　处：《Chinese Journal of Applied Linguistics》2016年第3期269-287,374,共20页中国应用语言学（英文）

摘　　要：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.本文对比分析了中国人EFL学习者和ESL学习者两组被试群体的"二语动机自我系统"三维理论模型的异同。实证调查工具以调查问卷为主,并辅以后续采访。通过Amos 18.0对调查问卷数据进行了结构方程模型分析,分析结果显示"二语学习体验"这一动机要素在推动学习者采取学习行动方面发挥了决定性的作用,这个结论同时适用于EFL学习者和ESL学习者两个被试群体。然而,理论模型的其他两个要素("理想二语自我"和"应该二语自我")的激励作用则表现得不够稳定,这种不稳定性说明D?rnyei的"二语动机自我系统"不能完全适用于中国人EFL学习者和ESL学习者。采访数据分析结果为"未来自我导向型因素只有在满足一些必要条件之后才会激发学习者采取具体学习行动"的提法提供了强有力的证明。

关 键 词：EFL learners ESL learners ideal L2 self ought-to L2 self L2 learning experience 

分 类 号：H319.3[语言文字—英语]