Both for second language learning and teaching,motivation is an important topic because the learners areprobably going to adapt another way of thinking and ifthey are not highly motivated in learning, they are likely tolose some interests on learning. What’s worse, they wouldstill prefer to use their mother tongue rather than the newlylearned language in class, which certainly is a negativeteaching outcome for the teachers. As a consequence, somequestions are raised: What motivates us to learn? Do themotivations change? What are the important factors topromote motivation?Judit Kormos and Kata Csizer wrote a paperinvestigating motivation of learning English as a foreignlanguage in different age groups, namely, secondary schoolpupils, university students, and adult language learners.Questionnaires data were collected from 623 Hungarianstudents. “The aim of the investigation presented in thisarticle is twofold. First, we explore possible differencesamong three distinct learner groups who study English in asingle context; second, we also intend to test empirically thetwo main constructs of Dornyei’s motivational self-system.”(Kormos & Csizer, 329)According to their ideas, they want to test Dornyei’s model about learners’ motivation when they are learningsecond language, namely, Dornyei’s models are languagelearning attitudes and the Ideal L2 self (Dornyei, 2017).They carried out some experiments, and they concluded that:in the L2 motivation, there is age related difference amongHungarian learners of English in the capital city and the twomain construct of Dornyei’s motivational self-system, namely,the Idea L2 self and the Ought-to L2 Self in a Hungariancontext. (Kormos & Csizer, 349)Research TopicsThis paper is related to two topics. On one hand, theauthors want to find out differences among the chosenthree distinct learner groups and compare motivationaland attitudinal dispositions of secondary pupils, universitystudents, and adult learners; on the other hand, they also wantto test the two main constructs of Dornyei’s motivationalself-system: the Ideal L2Self and the Ought-to L2 self andexplore relationships of these two aspects (Kormos & Csizer,2017:349).Although there have been many researches aboutmotivation already, in most projects carried out recently,researchers often want to find out how one could best describethe L2 motivation of a given group of students. And recentwork on motivational theory includes the process model ofmotivation devised by Dornyei, which accounts for dynamicand temporally changing nature of L2 motivation (Kormos &Csizer, 2017:328).Dornyei’s theory of motivational self-system is basedon the psychological theory of self-discrepancy (Higgins,1987) and integrates important concepts such as learningexperiences and intrinsic and extrinsic language learninggoals previously identified by in the L2 field by Ushioda(2017) and Noels (2017), however, his theory has not beentested yet and little attention has been paid to the systematicinvestigation of age-related variations concerning attitudinaland motivational dispositions of language learners withinsignal-language environment (Kormos & Csizer, 2017:328).So they carry out this study, and get some conclusions fromtheir experiments.Review of MethodIn their research, they admitted Dornyei’s (2017) modelof L2 motivational self-system and tested it on their chosenlearners in a foreign language setting.，英语毕业论文，英语论文范文 |
