Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory

Xiaoyu Tang; Dengpan Hu

doi:doi:10.11648/j.ijll.20221002.18

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Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory

Xiaoyu Tang, Dengpan Hu

Published in International Journal of Language and Linguistics (Volume 10, Issue 2)

Received: 21 March 2022 Accepted: 13 April 2022 Published: 20 April 2022

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Abstract

Motivation is one of the most important factor in the process of second language learning for junior high school students, which is a critical factor determining the success and failure of second language learning. Based on Dörnyei’s L2 Motivation Self System (L2MSS), this paper investigates the L2 Motivation Self System and gender differences among students in a junior high school in Deyang city, Sichuan province, China. The questionnaire was referenced by the study of Papi et al. The collected data were analyzed and curated by using SPSS. Descriptive Statistics were used to analyze the status of L2 Motivational Self System in junior high school students and independent sample T-test was used to analyze the differences in three components of the L2 Motivational Self System between male students and female students. The research results show that: (1) In the L2 Motivation Self System, junior high school students are most influenced by L2 learning experience, followed by the ought-to L2 self and the ideal L2 self. (2) There are significant differences in the ideal L2 self and language learning experience in the L2 Motivational Self System between male and female students. Female students' ideal L2 self and L2 learning experience are higher than male students, but their ought-to L2 self has no significant differences. This paper will try to explore the relationship between the L2 motivation and the gender of the middle school students, so as to provide some reference for the L2 motivation research of junior high school students.

Published in	International Journal of Language and Linguistics (Volume 10, Issue 2)
DOI	10.11648/j.ijll.20221002.18
Page(s)	118-124
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

L2 Motivational Self System, Gender Differences, Junior High School Students

References

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[12]	Kim, Yoon-Kyoung & Tae-Young. (2012). Korean Secondary School Students’ L2 Learning Motivation: Comparing the L2 Motivational Self System with the Socio-educational Model [J]. English Language & Literature Teaching, 18 (1): 115-132.
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[17]	Taguchi, T., Magid, M., & Papi, M. (2009). The motivational self system amongst Chines, Japanese and Iranian learners of English: A comparative study [A]. In Dörnyei, Z. & Ushioda, E. (eds.). Motivation, language identity and the L2 self [C]. Bristol: Multilingual Matters, 66-67.
[18]	Williams, M., & Robert, L. (1997). Burden. Psychology for language teachers: a social constructive approach. Cambridge: CUP, 23-25.
[19]	Ge Na-na & Jin Lixin. (2016). An Empirical Study on the Relation Between L2 Motivational Self System and English Achievement [J]. FOREIGN LANGUAGE RESEARCH, (5): 122-126.
[20]	He Yunyan. (2014). A Study on Senior High School Students’ EFL Learning Motivation on Basis of Gender Differences [D]. Chongqing: Chongqing University.
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APA Style

Xiaoyu Tang, Dengpan Hu. (2022). Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. International Journal of Language and Linguistics, 10(2), 118-124. https://doi.org/10.11648/j.ijll.20221002.18

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ACS Style

Xiaoyu Tang; Dengpan Hu. Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. Int. J. Lang. Linguist. 2022, 10(2), 118-124. doi: 10.11648/j.ijll.20221002.18

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AMA Style

Xiaoyu Tang, Dengpan Hu. Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. Int J Lang Linguist. 2022;10(2):118-124. doi: 10.11648/j.ijll.20221002.18

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@article{10.11648/j.ijll.20221002.18,
  author = {Xiaoyu Tang and Dengpan Hu},
  title = {Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {118-124},
  doi = {10.11648/j.ijll.20221002.18},
  url = {https://doi.org/10.11648/j.ijll.20221002.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.18},
  abstract = {Motivation is one of the most important factor in the process of second language learning for junior high school students, which is a critical factor determining the success and failure of second language learning. Based on Dörnyei’s L2 Motivation Self System (L2MSS), this paper investigates the L2 Motivation Self System and gender differences among students in a junior high school in Deyang city, Sichuan province, China. The questionnaire was referenced by the study of Papi et al. The collected data were analyzed and curated by using SPSS. Descriptive Statistics were used to analyze the status of L2 Motivational Self System in junior high school students and independent sample T-test was used to analyze the differences in three components of the L2 Motivational Self System between male students and female students. The research results show that: (1) In the L2 Motivation Self System, junior high school students are most influenced by L2 learning experience, followed by the ought-to L2 self and the ideal L2 self. (2) There are significant differences in the ideal L2 self and language learning experience in the L2 Motivational Self System between male and female students. Female students' ideal L2 self and L2 learning experience are higher than male students, but their ought-to L2 self has no significant differences. This paper will try to explore the relationship between the L2 motivation and the gender of the middle school students, so as to provide some reference for the L2 motivation research of junior high school students.},
 year = {2022}
}

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TY  - JOUR
T1  - Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory
AU  - Xiaoyu Tang
AU  - Dengpan Hu
Y1  - 2022/04/20
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.18
DO  - 10.11648/j.ijll.20221002.18
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 118
EP  - 124
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221002.18
AB  - Motivation is one of the most important factor in the process of second language learning for junior high school students, which is a critical factor determining the success and failure of second language learning. Based on Dörnyei’s L2 Motivation Self System (L2MSS), this paper investigates the L2 Motivation Self System and gender differences among students in a junior high school in Deyang city, Sichuan province, China. The questionnaire was referenced by the study of Papi et al. The collected data were analyzed and curated by using SPSS. Descriptive Statistics were used to analyze the status of L2 Motivational Self System in junior high school students and independent sample T-test was used to analyze the differences in three components of the L2 Motivational Self System between male students and female students. The research results show that: (1) In the L2 Motivation Self System, junior high school students are most influenced by L2 learning experience, followed by the ought-to L2 self and the ideal L2 self. (2) There are significant differences in the ideal L2 self and language learning experience in the L2 Motivational Self System between male and female students. Female students' ideal L2 self and L2 learning experience are higher than male students, but their ought-to L2 self has no significant differences. This paper will try to explore the relationship between the L2 motivation and the gender of the middle school students, so as to provide some reference for the L2 motivation research of junior high school students.
VL  - 10
IS  - 2
ER  -

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Author Information

Xiaoyu Tang

School of Foreign Languages, Southwest Petroleum University, Chengdu, China
Dengpan Hu

School of Foreign Languages, Southwest Petroleum University, Chengdu, China

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APA Style

Xiaoyu Tang, Dengpan Hu. (2022). Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. International Journal of Language and Linguistics, 10(2), 118-124. https://doi.org/10.11648/j.ijll.20221002.18

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ACS Style

Xiaoyu Tang; Dengpan Hu. Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. Int. J. Lang. Linguist. 2022, 10(2), 118-124. doi: 10.11648/j.ijll.20221002.18

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AMA Style

Xiaoyu Tang, Dengpan Hu. Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory. Int J Lang Linguist. 2022;10(2):118-124. doi: 10.11648/j.ijll.20221002.18

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@article{10.11648/j.ijll.20221002.18,
  author = {Xiaoyu Tang and Dengpan Hu},
  title = {Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {118-124},
  doi = {10.11648/j.ijll.20221002.18},
  url = {https://doi.org/10.11648/j.ijll.20221002.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.18},
  abstract = {Motivation is one of the most important factor in the process of second language learning for junior high school students, which is a critical factor determining the success and failure of second language learning. Based on Dörnyei’s L2 Motivation Self System (L2MSS), this paper investigates the L2 Motivation Self System and gender differences among students in a junior high school in Deyang city, Sichuan province, China. The questionnaire was referenced by the study of Papi et al. The collected data were analyzed and curated by using SPSS. Descriptive Statistics were used to analyze the status of L2 Motivational Self System in junior high school students and independent sample T-test was used to analyze the differences in three components of the L2 Motivational Self System between male students and female students. The research results show that: (1) In the L2 Motivation Self System, junior high school students are most influenced by L2 learning experience, followed by the ought-to L2 self and the ideal L2 self. (2) There are significant differences in the ideal L2 self and language learning experience in the L2 Motivational Self System between male and female students. Female students' ideal L2 self and L2 learning experience are higher than male students, but their ought-to L2 self has no significant differences. This paper will try to explore the relationship between the L2 motivation and the gender of the middle school students, so as to provide some reference for the L2 motivation research of junior high school students.},
 year = {2022}
}

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TY  - JOUR
T1  - Research on the Differences of Junior High School Students’ English Learning Motivation from the Perspective of L2MSS Theory
AU  - Xiaoyu Tang
AU  - Dengpan Hu
Y1  - 2022/04/20
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.18
DO  - 10.11648/j.ijll.20221002.18
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 118
EP  - 124
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221002.18
AB  - Motivation is one of the most important factor in the process of second language learning for junior high school students, which is a critical factor determining the success and failure of second language learning. Based on Dörnyei’s L2 Motivation Self System (L2MSS), this paper investigates the L2 Motivation Self System and gender differences among students in a junior high school in Deyang city, Sichuan province, China. The questionnaire was referenced by the study of Papi et al. The collected data were analyzed and curated by using SPSS. Descriptive Statistics were used to analyze the status of L2 Motivational Self System in junior high school students and independent sample T-test was used to analyze the differences in three components of the L2 Motivational Self System between male students and female students. The research results show that: (1) In the L2 Motivation Self System, junior high school students are most influenced by L2 learning experience, followed by the ought-to L2 self and the ideal L2 self. (2) There are significant differences in the ideal L2 self and language learning experience in the L2 Motivational Self System between male and female students. Female students' ideal L2 self and L2 learning experience are higher than male students, but their ought-to L2 self has no significant differences. This paper will try to explore the relationship between the L2 motivation and the gender of the middle school students, so as to provide some reference for the L2 motivation research of junior high school students.
VL  - 10
IS  - 2
ER  -

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