【摘要】 本研究通过对920名非英语专业大学生进行问卷调查,探究了该群体二语动机自我系统的总体情况、影响因素及其与学习努力程度之间的关系。研究发现,非英语专业大学生的二语动机自我系统总体上处于中等偏上水平。专业背景和英语水平对二语动机自我系统有显著的主效应,性别无显著的主效应,但与专业背景和英语水平有显著的三重交互效应。理想二语自我和应该二语自我互相影响,两者既对学习努力程度产生直接影响,又通过二语学习体验对学习努力程度产生间接影响。二语学习体验的动机效应最强,理想二语自我次之,而应该二语自我的动机效应亦不容忽视。更多还原

【Abstract】 Based on questionnaire data collected from 920 non-English majors, this study is intended to investigate the level of their L2 motivational self system, the influencing factors, and the relation between their L2 motivational self system and learning efforts. The results show that the students have a moderate-to-high level of the L2 motivational self system in general. College major and English proficiency exert significant main effects on the L2 motivational self system. Gender has no significant main effects but a significant triple interaction is found among gender, college major and English proficiency. Ideal L2 self and ought-to L2 self influence each other, and they have a direct impact on learning efforts as well as an indirect impact through the mediation of L2 learning experience. L2 learning experience has the strongest motivational power, ideal L2 self ranks second, but the motivational power of ought-to L2 self cannot be ignored.更多还原