RelationshipBetweenEnglishLearningMotivationTypesand.pptVIP

Relationship Between English Learning Motivation Types and Self-Identity Change Among Chinese Students;Focus on the change of learners’ self-identities in learning English, which parallels nonlinguistic outcomes and Lambert’s self-concept. To investigate English learning motivation types and self-identity changes among university students in China. ;Self-identity: How the learner perceives him- or herself in terms of linguistic and cultural groups, that he or she belongs to, as well as the learner’s values, communication styles, abilities and worthiness.;Linguistic outcomes consist of target language proficiency ;Most studies focus on linguistic outcomes of learning, as indicated by proficiency test scores. Theses studies were concern with: *What kind of motivation led to higher proficiency achievement? *How motivation and other learner factors influenced learning achievement? ;When a second language and culture have been acquired with little or no pressure to replace or reduce the first language ;In China, research has largely focused on linguistic outcomes of learning in terms of English proficiency Learners’ self-identity change only relevant in English as a second language(ESL) context where target-culture exposures are abundant; self-identity change is unimportant or irrelevant in English as a foreign language(EFL) contexts Research on linguistic outcomes is abundant and research on nonlinguistic outcome is limited.;Motivation has caught great research attention in China since the 1980s as a modifiable learner factor that influences the linguistic outcome of learning. Nonlinguistic outcomes: findings are limited yet worth noticing ;Gao proposed the concept of productive bilingualism. With productive bilingualism, the command of the target language and that of the native language positively reinforce each other. 1. Deeper understanding and appreciation of the target culture goes hand in hand with