A Study on the Relationship Between English Learning Anxiety and L2 Motivational Self-system Among Chinese College Students

摘要

This paper aims to study the relationship between English Learning Anxiety and internal components of L2 Motivational Self System, Ideal L2 Self, Ought-to L2 Self and Second Language Learning Experience, and their contribution to motivational behavior within the theoretical framework of L2 Motivational Self System. On operative level, this paper adopted quantitative research method. 102 participants from one university in China were tested by two questionnaires. The data collected from questionnaires were submitted to SPSS 22.0 for correlation analysis and regression analysis. The results of study showed that Ought-to L2 Self has significantly positive correlation with English Learning Anxiety while Ideal L2 Self, Second Language Learning Experience or Motivational Behavior has no significant correlations with English Learning Anxiety; Ideal L2 Self, Ought-to L2 Self and Second Language Learning Experience, three components of L2 Motivational Self System, all make significant contribution to their L2 learning motivational behavior whereas English Learning Anxiety makes no contribution to L2 learning motivational behavior.