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In order to better analyze the current situation of second language motivationalself-system of the second-grade junior high school students,the author firstlyconducted overall research from the three dimensions of the research subject’s idealsecond language self,ought-to second language self and second language learningexperience.The average value of the factor was used for descriptive statistics,and thestatistical results were shown in Table 4-1.

初中英语教学论文参考

In Likert’s five-point scoring method,when the average score of each question is1.0-2.4 points,it means that the research subject’s use rate of each option is at a lowlevel;if it is between 2.5-3.4 points,it means that use of each option is moderate;ascore of 3.5-5.0 indicates a high frequency of use of each option.Second languagemotivational self-system Questionnaire includes 14,14 and 16 items in the threefactors of ought-to second language self,ideal second language self and secondlanguage learning experience.The average scores of the three factors were 3.184,3.417,and 3.244 respectively,with the highest of the three factors being ideal secondlanguage self,followed by second language learning experience factor,and theought-to second language with the lowest score.It can be seen that among thesecond-grade junior high school students in this survey,ideal second language selfwas at the highest level,second language learning experience was at the medium level,and ought-to second language self dimension was the lowest.The overall mean valueof second language motivational self-system questionnaire was 3.280,at a mediumlevel,which showed that the level of second language motivational self-system ofjunior high school students needed to be improved.

ChapterⅤConclusions

5.1 Major Findings

The purpose of this paper was to analyze the correlation among second languagemotivational self-system,foreign language anxiety and English learning performanceby investigating the current situation of second language motivational self-system andforeign language anxiety of a common junior high school student in Yulin City,Shaanxi Province.According to the analysis of the research data in the previouschapter,the three research questions of this paper were solved,and the conclusionswere as follows:

Firstly,the second-grade students’second language motivational self-system wasat a moderate level,and the average scores of the three factors of second languagemotivational self-system(OL2S,IL2S and SLLE)were 3.184,3.417 and 3.244,respectively.The highest of the three factors was ideal second language self,and thelevel of ought-to second language self was the lowest.The overall anxiety level of thesecond-grade students was lower level.And the average scores of the threedimensions of foreign language anxiety were from high to low:fear of negativeevaluation(M=3.354)>communication apprehension(M=3.305)>test anxiety(M=3.247).Among them,anxiety levels were overall higher in girls(M=3.012)thanin boys(M=2.745).

Secondly,there was a bivariate study among se本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。