摘要
语言动机一直以来都是外语习得领域的主要探讨对象。 近几年, “自我形象”这个概念在探讨学习动机领域提供了一个新角度,也同时吸引了很多学者渐进的关注。Dörnyei 最先提出了二语习得自我系统这个概念，它包括了三部分：理想的自我形象，应该的自我形象，和学习经历。受这个理论的启迪，此探讨主要研讨中国学生在学习英语过程中的自我形象。
此项探讨应用了自我报告式的调查问卷进行数据的收集以用来发现英语学习中的自我形象的分类，和主要作用自我形象的因素。此探讨的样本由752个学习大学英语课程的一年级学生组成，英语论文题目，数据结果显示的确存在不同种类的自我形象，英语论文范文，其中，国际化自我形象和生活事业文化的自我形象是前两个占积极主导的自我形象分类。总体而言，综合的形象这个分维度又是同学们最为关心的。除此之外，数据结果还揭示了自我形象是与其他学习经历因素比如说喜爱程度和家乡地区是有相关性的。该项目探讨重点是调查大学生英语学习的自我形象，学习目标等动机问题，更好地揭示大学生英语的目的是什么，期望达到什么程度，为大学英语教学改革提供学生动机方面的参考依据。
关键词：自我形象, 外语习得，动机
Abstract
Language motivation has always been the research focus in the domain of foreign language acquisition. Recently, the concept of “self-images” presenting a new angle of studying motivation has attracted researchers’ increasing attention. Dörnyei first proposed this L2 Motivational Self System which includes three components: ideal self, ought-to self and learning experience. Inspired by this theory, this study investigates Chinese students’ self-images of learning English as a foreign language in general.
The study used the self-reported questionnaire to collect the quantitative data from the participants. The sample of the study consists of 752 University’s first-year students who are taking College English courses. Results show that there are differences among vicarious categories of self-images. International and life/career/culture self-images are the first two positive dominating categories of students’ self-images. Generally, “integrative orientation” is the sub-category that students care the most. In addition, findings reveal that self-images are linked to other learning experience factors such as gander and living area. Therefore, the results can offer a better understanding of current students’ purposes and expectations of learning English and can also function as references to future English teaching reform at University.
Key words: self-images, foreign language acquisition, motivations
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