Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v2i4.404
Abstract
This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.
Keywords
L2 motivational self system, L2 willingness to communicate, L2 education, EFL learners
Full Text
PDF - Viewed/Downloaded: 35 TimesReferences
[1] Cao, Y. (2011). Investigating situational willingness to communicate within second language classrooms from an ecological perspective. System, 39, 468-479.
[2] Cortazzi, M., & Jin, L. (1996). Cultures of Learning: Language Classrooms in China. In H. Coleman (Ed.), Society and the Language Classroom. Cambridge, England: Cambridge University Press. 169-206.
[3] Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523.
[4] Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
[5] Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
[6] Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 9-42). Bristol: Multilingual Matters.
[7] Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468.
[8] Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of L2 self images and imagery capacity across two target languages. Language Learning, 63(3), 437-462.
[9] Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Pearson Education.
[10] Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
[11] Gardner, R., & Lambert, W. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 266-272.
[12] Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 Motivational Self System, international posture and competitiveness of Korean CTL and LCTL college learners: A structural equation modeling approach. System, 72, 178-189.
[13] Lee, J. S., & Lee, K. (2019). Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. Journal of Psycholinguistic Research, 49(1), 147-161.
[14] Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.
[15] Liu Zhen, Yao Xiaojun, Hu Sufen. A structural analysis of second language self, anxiety and motivational learning behaviors of college students[J]. Foreign Language Circle, 2012(06): 28-37+94.
[16] Liu Fengge. Research on Chinese English Second Language Learners' Learning Motivation from the Perspective of L2MSS Theory [D]: [Doctoral Dissertation]. Shanghai: Shanghai International Studies University, 2010.
[17] Liu, F. (2013). Study of L2 Learning Motivation Based on L2 Motivational Self System. Chinese Journal of Applied Linguistics, 36(2), 270-286.
[18] MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.
[19] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4). 545-562.
[20] Magid, M. (2009). The L2 motivational self system from a Chinese perspective: A mixed method study. Journal of Applied Linguistics, 6. 69-90.
[21] McCroskey, J. C., & Richmond, V. P. (1991). Willingness to Communicate: A Cognitive View. In M. BoothButterfield (Ed.), Communication, Cognition, and Anxiety (pp. 19-37), Newbury Park, CA: Sage.
[22] Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78 (1), 12-28.
[23] Peng, J. E. (2007). Willingness to communicate in the Chinese EFL classroom: A cultural perspective. English Language Teaching in China: New Approaches, Perspective and Standards, 2 (1), 250-269.
[24] Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40. 203-213.
[25] Peng Jian'e. A structural equation model study on the relationship between second language motivational self-system, international posture and effort [J]. Foreign Language Teaching Theory and Practice, 2015a(01): 12-18+81+94-95.
[26] Peng, J. E. (2015b). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2). 433-443.
[27] Peng, J. E. & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4). 834-876.
[28] Shi Yunzhang. A Study on the Willingness of Chinese Foreign Language Learners to Communicate in English in and Out of Class[D]: [Doctoral Dissertation]. Shandong University, 2008.
[29] Wang Lanlan. A study on the second language motivational self-system, language anxiety and communicative willingness of Chinese college students: a structural equation model study [D]: [Doctoral Dissertation]. Shandong University, 2014.
[30] Wang Zheng. Basic understanding, methods and theoretical application of second language motivation research in my country: problems and suggestions[J]. Foreign Language Circle, 2016(03): 64-71.
[31] Wen, W. P., & Clément, R. (2003). A Chinese Conceptualisation of Willingness to Communicate in ESL. Language, Culture and Curriculum, 16(1), 18-38.
[32] Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(i), 54-66.
[33] Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol: Multilingual Matters.
[34] You, C., & Dörnyei, Z. (2016). Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics, 37(4), 495-519.
[35] Yung, K. W. H. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133.
[36] Zhan Xianjun. An Empirical Study of the Second Language Motivational Self System 2006-2015: Looking Back and Looking Forward [J]. Foreign Language Studies, 2017(03): 108-114.
[37] Zhan Xianjun. Analysis of the characteristics of second language self-development from the perspective of dynamic systems[J]. Modern Foreign Languages, 2018, 41(05): 661-673.
[2] Cortazzi, M., & Jin, L. (1996). Cultures of Learning: Language Classrooms in China. In H. Coleman (Ed.), Society and the Language Classroom. Cambridge, England: Cambridge University Press. 169-206.
[3] Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523.
[4] Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
[5] Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
[6] Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 9-42). Bristol: Multilingual Matters.
[7] Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468.
[8] Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of L2 self images and imagery capacity across two target languages. Language Learning, 63(3), 437-462.
[9] Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Pearson Education.
[10] Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
[11] Gardner, R., & Lambert, W. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 266-272.
[12] Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 Motivational Self System, international posture and competitiveness of Korean CTL and LCTL college learners: A structural equation modeling approach. System, 72, 178-189.
[13] Lee, J. S., & Lee, K. (2019). Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. Journal of Psycholinguistic Research, 49(1), 147-161.
[14] Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.
[15] Liu Zhen, Yao Xiaojun, Hu Sufen. A structural analysis of second language self, anxiety and motivational learning behaviors of college students[J]. Foreign Language Circle, 2012(06): 28-37+94.
[16] Liu Fengge. Research on Chinese English Second Language Learners' Learning Motivation from the Perspective of L2MSS Theory [D]: [Doctoral Dissertation]. Shanghai: Shanghai International Studies University, 2010.
[17] Liu, F. (2013). Study of L2 Learning Motivation Based on L2 Motivational Self System. Chinese Journal of Applied Linguistics, 36(2), 270-286.
[18] MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.
[19] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4). 545-562.
[20] Magid, M. (2009). The L2 motivational self system from a Chinese perspective: A mixed method study. Journal of Applied Linguistics, 6. 69-90.
[21] McCroskey, J. C., & Richmond, V. P. (1991). Willingness to Communicate: A Cognitive View. In M. BoothButterfield (Ed.), Communication, Cognition, and Anxiety (pp. 19-37), Newbury Park, CA: Sage.
[22] Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78 (1), 12-28.
[23] Peng, J. E. (2007). Willingness to communicate in the Chinese EFL classroom: A cultural perspective. English Language Teaching in China: New Approaches, Perspective and Standards, 2 (1), 250-269.
[24] Peng, J. E. (2012). Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40. 203-213.
[25] Peng Jian'e. A structural equation model study on the relationship between second language motivational self-system, international posture and effort [J]. Foreign Language Teaching Theory and Practice, 2015a(01): 12-18+81+94-95.
[26] Peng, J. E. (2015b). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2). 433-443.
[27] Peng, J. E. & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4). 834-876.
[28] Shi Yunzhang. A Study on the Willingness of Chinese Foreign Language Learners to Communicate in English in and Out of Class[D]: [Doctoral Dissertation]. Shandong University, 2008.
[29] Wang Lanlan. A study on the second language motivational self-system, language anxiety and communicative willingness of Chinese college students: a structural equation model study [D]: [Doctoral Dissertation]. Shandong University, 2014.
[30] Wang Zheng. Basic understanding, methods and theoretical application of second language motivation research in my country: problems and suggestions[J]. Foreign Language Circle, 2016(03): 64-71.
[31] Wen, W. P., & Clément, R. (2003). A Chinese Conceptualisation of Willingness to Communicate in ESL. Language, Culture and Curriculum, 16(1), 18-38.
[32] Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(i), 54-66.
[33] Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol: Multilingual Matters.
[34] You, C., & Dörnyei, Z. (2016). Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics, 37(4), 495-519.
[35] Yung, K. W. H. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133.
[36] Zhan Xianjun. An Empirical Study of the Second Language Motivational Self System 2006-2015: Looking Back and Looking Forward [J]. Foreign Language Studies, 2017(03): 108-114.
[37] Zhan Xianjun. Analysis of the characteristics of second language self-development from the perspective of dynamic systems[J]. Modern Foreign Languages, 2018, 41(05): 661-673.
Copyright © 2021 Tianhao Li, Zhenqian Liu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License