Chapter 1 Introduction<br /><br />1．1 The Complex Nature of L2 Motivation<br /><br />1．2 Theoretical Framework for the Present Research： A New Proposal about<br /><br />L2 Motivation--L2MSS<br /><br />1．3 The Necessity of Studying L2 Motivation of Learners of English in China<br /><br />from the Perspective of L2MSS<br /><br />1．4 Objectives of the Present Study<br /><br />1．5 Outline of the Book<br /><br />Chapter 2 Literature Review of L2 Motivational Study<br /><br />2．1 The Social Psychological Period (1959--1990)<br /><br />2．2 The Cognitive-situated Period (during the 1990s)<br /><br />2．3 The Process-oriented Period (2000--2004)<br /><br />2．4 Dornyei's L2MSS Model and the New L2 Motivation Study Period (2005-- )<br /><br />2．4．1 Background in Which L2MSS Was Proposed<br /><br />2．4．2 Theoretical Foundations of L2MSS<br /><br />2．4．3 The Main Contents of L2MSS<br /><br />2．4．4 Theoretical Validation of L2MSS<br /><br />2．4．5 Empirical Validation of L2MSS<br /><br />2．5 IL2S/OL2S versus Other Similar Concepts<br /><br />2．5．1 IL2S/OL2S versus the Traditional Self Concept<br /><br />2．5．2 IL2S/OL2S versus Goals<br /><br />2．5．3 IL2S/OL2S versus Empty Dreams or Fantasies<br /><br />2．6 A Brief Review of L2 Motivation Research in China<br /><br />2．7 Summary<br /><br />Chapter 3 Research Methods of the Survey Study<br /><br />3．1 Research Purposes<br /><br />3．2 Research Questions<br /><br />3．3 Hypotheses<br /><br />3．4 Theoretical Model<br /><br />3．5 Research Design<br /><br />3．6 Development of Research Instruments<br /><br />3．6．1 Procedure of Developing the Questionnaires<br /><br />3．6．2 Results of the Pilot Studies<br /><br />3．6．3 Final Versions of the Instruments<br /><br />3．7 Participants<br /><br />3．8 Data Collection<br /><br />3．9 Data Analysis Techniques and Procedure<br /><br />3．10 Instrument Item Quality Test<br /><br />3．11 Reliability of the Instruments<br /><br />3．11．1 Checking Internal Consistency by Referring to Cronbach's Alpha<br /><br />3．11．2 Checking Internal Consistency by Referring to the Item-total Correlation．<br /><br />3．12 Validity of the Instruments<br /><br />3．13 Summary<br /><br />Chapter 4 Results and Discussions of the Survey Study<br /><br />4．1 Results of the Descriptive Statistics and the Normal Distribution Test<br /><br />4．1．1 Descriptive Statistics<br /><br />4．1．2 Normal Distribution Test<br /><br />4．2 Integrativeness， IL2S and Their Relationships with L2M．<br /><br />4．3 Distinction between IPRO and IPRE<br /><br />4．4 Best Predictors ofL2Mamong L2MSS Components<br /><br />4．5 The Empirical Validation of L2MSS among Learners of English in China<br /><br />4．6 The Pattern Shown through the Parameters of the Tripartite Components of<br /><br />L2MSS across Various Groups of Students at Different L2 Proficiency Levels<br /><br />4．7 Rechecking the Conclusion of Section 4．6 Based on the Data from High-， Mid-，<br /><br />and Low-level L2 Proficiency Sub-groups<br /><br />4．8 Summary and Pedagogical Implications<br /><br />Chapter 5 Impact of the L2 Self-based Interventional Treatment on L2<br /><br />Motivation and L2 Achievements： A Quasi-experimental Study<br /><br />5．1 The Necessity of Self-based L2 Motivation Intervention<br /><br />5．2 Literature Review of Self-based Motivation Intervention<br /><br />5．2．1 Domyei's Application of Ideal/Ought-to Self in L2 Motivation Study<br /><br />5．2．2 Hock et al．'s Possible Selves Program<br /><br />5．3 Research Questions<br /><br />5．4 Research Design<br /><br />5．5 Participants<br /><br />5．6 Experimental Treatment<br /><br />5．7 Data Collection Instruments<br /><br />5．7．1 College Entrance English Examinations<br /><br />5．7．2 L2 Motivational Self Questionnaire<br /><br />5．7．3 Final English Scores at the End of the Semester<br /><br />5．7．4 Delayed L2 Proficiency Posttest<br /><br />5．7．5 Class Observation<br /><br />5．7．6 Interview<br /><br />5．8 Data Collection Procedure<br /><br />5．9 Data Analysis Techniques and Procedure<br /><br />5．10 Reliability and Construct Validity of the L2MSQ (Pretest &amp; Posttest)<br /><br />5．10．1 Reliability of the L2MSQ<br /><br />5．10．2 Construct Validity of the L2MSQ<br /><br />5．10．3 Correlational Relationships between L2Mand Classroom Observation<br /><br />5．11 Results of the Quasi-experiment and Discussions<br /><br />5．11．1 Results and Discussions of the Data Analysis (I)： Pretest of L2<br /><br />Proficiency Pretest and the L2MSQ Variables; Normal Distribution<br /><br />Check &amp; the Descriptive Statistics of the L2MSQ<br /><br />5．11．2 Results and Discussions of the Data Analysis (II)： Answer to Research Question One<br /><br />5．11．3 Results and Discussions of the Data Analysis (III)： Answer to Research Question Two<br /><br />5．11．4 Results and Discussions of the Data Analysis (IV)： Answer to Research Question Three and Question Four<br /><br />5．11．5 Results and Discussions of the Data Analysis (V)： Answer to Research Question Five<br /><br />5．12 Summary<br /><br />Chapter 6 Conclusion<br /><br />6．1 Summary of the Present Research<br /><br />6．2 Major Findings<br /><br />6．3 Contributions<br /><br />6．4 Limitations<br /><br />6．5 Suggestions for Future Research<br /><br />Bibliography<br /><br />Appendices<br /><br />Appendix 3．1 English Learner Questionnaire for Undergraduates and Postgraduates (ELQUP)<br /><br />Appendix 3．2 英语学习者（大学）问卷调查<br /><br />Appendix 3．3 English Learner Questionnaire for Primary and Middle School Students (ELQPM)<br /><br />Appendix 3．4 英语学习者（中小学）问卷调查<br /><br />Appendix 5．1 Road Map for My Ideal L2 Self<br /><br />Appendix 5．2 L2 Motivational Self Questionnaire (L2MSQ)<br /><br />Appendix 5．3 英语学习问卷调查<br /><br />Appendix 5．4 Classroom Observation Rating Scale<br /><br />Appendix 5．5 Semi-structured Interview Questions<br /><br />Indexes<br /><br />Subject Index<br /><br />Author Index<br /><br />后记
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