 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
YUAN Zhuojie
Full-Text PDF
XML 773 Views
DOI:10.17265/1539-8080/2018.10.002
Ningbo College of Finance and Economics, Ningbo, China
This research aims to explore the relationship between foreign language learning burnout (FLLB) and L2 motivational self system (L2MSS), adopting quantitative research method with two questionnaires. The research question is focused on the influences of L2 motivational self system on foreign language learning burnout. The research finding is that ought-to L2 self has significant influence on foreign language learning burnout, while ideal L2 self or second language learning experience has no significant influence on it among college and university students.
L2 motivational self system, foreign language learning burnout, ideal L2 self, ought-to L2 self, L2 language experience
Azarnoosh, M. (2014). When learning English is compulsory at school: Fluctuations in L2 motivational self system. International Journal of Applied Linguistics and English Literature, 3(6), 102-112.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Dörnyei, Z. (2009a). The psychology of second language aquisition. Oxford: Oxford University Press.
Dörnyei, Z. (2009b). L2 motivational self system. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
Nader, H. & Mostafa, M. (2018). "L2 motivational self system" and learning German in Iran. Journal of Education and Learning, 7(4), 136-144.
Huang, Y. C., & Lin, S. H. (2010). Canonical correlation analysis on life stress and learning burnout of college students in Taiwan. International Electronic Journal of Health Education, 13, 145-155.
Liu, L. (2017). A study on English learning burnout of non-English major students in International Studies Universities: A case study in X International Studies University (M.A. thesis, Xi an International Language Studies University).
Meriläinen, M., & Kuittinen, M. (2014). The relation between Finnish University students’ perceived level of study-related burnout, perceptions of the teaching-learning environment and perceived achievement motivation. Pastoral Care in Education, 32(3), 186-196.
Moskovsky, C., Rachave, S., Assulaimani, T., & Harkins, I. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100, 1-14.
Pavlakis, A., & Kaitelidou, D. (2012). Burnout syndrome in students of a distance learning program: The open university of cyprus experience. Distance and E-Learning, 3(8), 1-10.
Stoliker, B. E., & Lafreniere, K. D. (2015). The influence of perceived stress, loneliness, and learning burnout on university students’ educational experience. College Student Journal, 49(1), 146-160.
Wang, L. L. (2014). L2 Motivational Self System, Language Anxiety, and Willingness to Communicate by English Learners in Chinese University Context: A Structural Equation Modeling Approach, PhD Thesis. Jinan: Shandong University.
Xu, L. J. (2017). Looking into burnout levels of freshmen in English majors of Normal University. World Journal of Education, 7(6), 33-37.
Yang, H. F., & Chen, J. Y. (2016). Learning perfectionism and learning burnout in a primary school student sample: A test of a learning-stress mediation model. Journal of Child & Family Studies, 25(1), 345-353.
Yashima, T. (2009). Orientations and motivation in foreign language learning: A study of Japanese college students. The Japanese Association of College English Teachers, 31, 121-133.
Yang, T. (2010). The relationship between foreign language learning burnout and motivation (Ph.D. thesis, Southwest University Chongqin).