ESL课堂中三种学习动机与第二语言习得之间的关系研究提案

A Proposal for a Study on the Relationship between Three Learning Motivations and Second Language Acquisition in ESL Classrooms

摘要: 本研究提案旨在探索在ESL的成人学生课堂中，他们不同的学习动机对第二语言习得造成的影响，并总结其关系。本文重点考察了三种类型的第二语言学习动机：1) 理想自我(ideal self)的学习动机，2) 应该自我(ought-to self)的学习动机和3) 反应该自我(anti-ought-to self)。设计的数据分析将来源于随机在不同的社区大学中来自不同国家的100名以英语作为第二语言的大一学者。他们将通过填写调查问卷以及回答半开放式的访谈的方式参与到实验中。预期的实验结果显示，在二语学习中，学生不同的学习动机可能对其ESL的学习成果产生不同的影响。其中，应该自我可能与获取结果呈反比，而理想自我和反应该自我可能与获取结果呈正比。

Abstract: The purpose of this research proposal is to explore the effects that different learning motivations have on second language acquisition in a classroom of adult ESL students and to summarize their relationships. This paper focuses on three types of SLA motivation: 1) Ideal self, 2) Ought-to self and 3) Anti-ought-to self. The data designed for analysis will come from 100 freshmen scholars who speak English as a second language from different countries randomly located in different commu-nity colleges. They will participate in the experiment by filling out questionnaires and answering semi-open-ended interviews. The expected results of the experiment show that in second language learning, students’ different motivations may have different effects on their ESL learning outcomes. Among them, ought-to self may be inversely related to the acquisition of outcomes, while ideal self and anti-ought-to self may be positively related to the acquisition of outcomes.