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e self-identity changes after the English learning as graduatestudents and what the characteristics of their self-identity changes are.Fourthly, the present study also focuses on examining the correlation amongmotivation types, motivational intensity and self-identity changes and the differencebetween high and low motivational intensity group in terms of their motivation typesand self-identity changes.
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Chapter Two Literature Review

This chapter consists of two sections. Section one is related to motivation, whichintroduces the definitions and classifications of learning motivation, motivationalintensity, and relevant studies on L2 learning motivation. Section two is aboutself-identity changes. In this section, the theoretical traditions of self-identity,relationship between self-identity and L2 learning, models of self-identity change andL2 learning, self-identity change as the outcome and relevant studies on self-identitychanges are provided.

2.1 Learning Motivation
The word “motivation” originates from the Latin term “motivus” (a movingcause), which means “to move”. The definition of motivation was discussed by someearly psychologists in the aspect of needs and drives. As Ausubel (1968) stated thereare six kinds of drives, namely, exploration, manipulation, activity, stimulation,knowledge and ego enhancement. Besides, the well known “hierarchy of needs”theory was put forward by Maslow (1970), who defined five different needs that canbe outlined in a hierarchy: physiological needs, safety needs, belongingness needs,esteem needs and self-actualization needs. According to Maslow, only after thelower-order needs are satisfied can the higher-order needs control activities.Keller (1983) gave us an initial idea about motivation: “motivation refers to thechoices people make as to what experiences or goals they will approach or avoid, andthe degree of effort they will exert in that respect”.In Gardner’s view (1985), learning motivation is the combination of threeelements: the desire to achieve the goal of learning the language, the efforts on exertto learn the language, and favorable attitude toward language learning.
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2.2 Self-identity
William James published the book The Principles of Psychology in 1980, in Chapter 10 of which, The Consciousness of Self , he points out that self is a majordecisive factor of human’s thoughts, feelings and behaviors, and it is susceptible tounderstanding by empirical research procedures. Psychology as Science of Selvespublished in 1900 by Mary Whiton Clakins, a student of James, viewed the 1890s asthe beginning of the scientific analysis of self and identity (Ashmore & Jussim, 1997).since William James, Erikson, E. H. (1950) is the first person using the termself-identity extensively . In the description of identity, he proposes that it is byidentity, a kind of internal process, that one can define and integrate various aspects ofthe self. According to Erikson, self-identity crisis is of great significance in one’sdevelopment. The reason is that adolescents can integrate different senses of self andfind out a kind of relationship to the community. Otherwise, they may sufferprolonged identity confusion in the process of their development. The Eriksonian“identity” focuses more on an internal process. But sociological models of identityemerging from the sociological traditions of reference group theory, role t