| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 106 === This case study aims to explore junior high school English learners’ L2 Motivational Self Systems among two different learning programs including compulsory and overseas preparatory programs in a private school in Taichung, Taiwan. This study also intends to examine the relationship between L2 motivational self systems and motivational orientations. A total of 160 junior high school students completed a questionnaire which contained three main parts—learners’background information, a scale of the motivational orientations, and a scale for the L2 Motivational Self System. Reliability and content validity of the questionnaire were examined. Data were analyzed by descriptive statistics, independent sample t-tests, and Pearson correlation coefficients.
Major findings of the study showed that motivational orientations and L2 Motivational Self Systems among junior high school students were correlated. However, ought-to self in the overseas preparatory program was not correlated to motivational orientations. Additionally, ought-to self showed significant differences in influencing students’ language learning among the compulsory program students.
Pedagogical implications suggest instructors in the compulsory programs take ought-to self into consideration in this context. Teachers and parents play important roles in students’ language learning. They can give the learners more encouragement and bring positive influences while counseling the students.
|
|---|
