摘要:本文是英语毕业论文,作为一种新兴的理论,二语动机自我系统已经得到重视,但在教育语境对二语动机自我系统的实证研究并不丰富的在家里,尤其是在教学研究中,动机自我系统和学业自我效能感,因此,能够弥合这一差距。
China. Motivation theoryis no exception. Since L2MSS was proposed in 2005, many researchers have devotedthemselves into improving the theory and carried out empirical studies to test the validity of it in the educational contexts of some countries. Because the theory wasput forward by foreign scholars and developed in their countries, it may not suitChinese foreign language learning contexts where students have few chances toaccess to English native speakers. Besides, many surveys and researches about therelationship between English competence and the previous motivational theory andacademic self-efficacy in SLA have been conducted in past decades, but the onesabout the relationship among English competence, the newly-developed motivationaltheory--L2MSS and self-efficacy were the tip of the iceberg. So the purpose of thispaper is to investigate the relationships between English competence, L2 motivationalself system and academic self-efficacy of the college students in China.
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Chapter 2 Literature Review
It is for more than half a century that L2 motivation has been focused on bylinguists, psychologists and educationalists. The theory has experienced a series ofdevelopment, mainly including four stages: social psychological stage,cognitive-situated stage, process-oriented stage and social dynamic stage. Manystudies were conducted to investigate the relationships between L2 motivation andother individual difference factors. However, there appear some shortcomings in theprevious researches. Since self-efficacy was proposed by Bandura in 1977, the theorydeveloped rapidly. There were many empirical studies on it, but most of them werenot novel. This chapter will review the previous L2 motivation study and academicself-efficacy abroad and at home, and make comments about them.
2.1 L2 Motivational Self System
Motivation is one of the important variables in the process of learning secondlanguage. Since 1950s, L2 motivation has become a research hotspot in the field ofApplied Linguistics. Due to its complexity, L2 motivation has been researched by L2scholars from diverse angles (D rnyei, 2005; D rnyei, 2001). Before 1990, theresearchers almost completely researched L2 motivation from the perspective ofsocial psychology (Gardner, 1985; Gardner & Lambert, 1972). From 1990s, theresearchers deepened the understanding of L2 motivation through introducingmainstream motivational theories, which are in essence cognitively oriented inpsychology. And at the beginning of the 21stcentury, the dynamic and fluctuatingtemporal nature of L2 motivation began to be taken into account by researchers(D rnyei, 2000, 2001, 2011), focusing on the interconnected processes in terms ofinitiating, maintaining, and reflecting upon acts of learning in a task (D rnyei, 2000,2001, 2011; Pintrich & Schunk, 2002).In 2005, the Hungarian linguist D rnyei put forward a new theory of L2motivation from the ‘self’ perspective. And as D rnyei summarized (2005, 2009b), inthe past half of a century, L2 motivation development went through the followingphases: social psychological stage, cognitive-situated stage, process-oriented stageand social dynamic stage.
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2.2Academic Self-efficacy
Since the concept of self-efficacy was put forward by Bandura in 1977, muchwork has been done to research self-efficacy in various fields, such as career choices,mental health, athletic
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