| Summary: | 碩士 === 國立清華大學 === 外國語文學系 === 102 === Dörnyei’s (2005, 2009) L2 Motivational Self System has drawn much research attention in the field of L2 motivation. Although this model has been empirically validated in diverse national contexts, no empirical study has utilized the L2 Motivational Self System as a theoretical framework to investigate Taiwanese young learners’ English learning motivation. Previous studies mainly focus on classroom-based L2 learning experience, which is unable to fully reflect learners’ L2 learning experiences (Csizér & Kormos, 2009; Papi, 2010; Taguchi et al., 2009). Particularly in the learning context of Taiwan, in addition to English instructions in formal educational settings, a high percentage of students attend private English institutes (Chen, 2003; Chang, 2008; Chung & Huang, 2010).
By distributing questionnaires designed based on the L2 Motivational Self System to 1,698 junior high school students across Taiwan, the present study aims to validate Dörnyei’s L2 Motivational Self System in the context of Taiwan, and further explore how the two types of L2 learning experiences (in school formal English instruction and out of school private English tutoring) affect learners’ motivation towards English learning. To examine learners’ L2 motivation, their intended learning effort, the frequency of their motivated learning behaviors in the English classrooms, and how often they voluntarily learn English outside the classrooms are taken as criteria measures.
The findings of the present study show that L2 Learning Attitude and English Learning Experience act as the best predictors of English learning motivation of Taiwanese junior high school students. Ought-to L2 Self is found to be a pertinent contributory factor in Taiwanese young adolescents’ English learning motivation. Further, it seems that additional English instruction outside the formal educational settings changes the correlation between instrumentality-prevention and students’ English learning motivation, and contributes to the emergence of Ideal L2 Self.
Through a large scale quantitative research, the findings suggest the feasibility of applying Dörnyei’s L2 Motivational Self System in Taiwan. Theoretically, the stronger influence of Ought-to L2 Self on students’ L2 motivation needs to be further investigated in order to figure out what makes Taiwanese young language learners think they have to learn English. Pedagogically, the present study suggests that English teachers in the formal educational settings could apply motivational teaching practices or motivational strategies aiming to generate and sustain ideal L2 self in order to increase Taiwanese junior high school students’ English learning motivation.
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