包邮二语动机自我系统视角下的中国英语学习者学习动机研究

chapter 1 introduction
　1.1 the complex nature of l2 motivation
　1.2 theoretical framework for the present research: a new proposalabout
　l2 motivation--l2mss
　1.3 the necessity of studying l2 motivation of learners of englishin china
　from the perspective of l2mss
　1.4 objectives of the present study
　1.5 outline of the book
chapter 2 literature review of l2 motivational study
　2.1 the social psychological period (1959--1990)
　2.2 the cognitive-situated period (during the 1990s)
　2.3 the process-oriented period (2000--2004)
　2.4 dornyei's l2mss model and the new l2 motivation study period(2005-- )
　2.4.1 background in which l2mss was proposed
　2.4.2 theoretical foundations of l2mss
　2.4.3 the main contents of l2mss
　2.4.4 theoretical validation of l2mss
　2.4.5 empirical validation of l2mss
　2.5 il2s/ol2s versus other similar concepts
　2.5.1 il2s/ol2s versus the traditional self concept
　2.5.2 il2s/ol2s versus goals
　2.5.3 il2s/ol2s versus empty dreams or fantasies
　2.6 a brief review of l2 motivation research in china
　2.7 summary
chapter 3 research methods of the survey study
　3.1 research purposes
　3.2 research questions
　3.3 hypotheses
　3.4 theoretical model
　3.5 research design
　3.6 development of research instruments
　3.6.1 procedure of developing the questionnaires
　3.6.2 results of the pilot studies
　3.6.3 final versions of the instruments
　3.7 participants
　3.8 data collection
　3.9 data analysis techniques and procedure
　3.10 instrument item quality test
　3.11 reliability of the instruments
　3.11.1 checking internal consistency by referring to cronbach'salpha
　3.11.2 checking internal consistency by referring to theitem-total correlation.
　3.12 validity of the instruments
　3.13 summary
chapter 4 results and discussions of the survey study
　4.1 results of the descriptive statistics and the normaldistribution test
　4.1.1 descriptive statistics
　4.1.2 normal distribution test
　4.2 integrativeness, il2s and their relationships with l2m.
　4.3 distinction between ipro and ipre
　4.4 best predictors ofl2mamong l2mss components
　4.5 the empirical validation of l2mss among learners of english inchina
　4.6 the pattern shown through the parameters of the tripartitecomponents of
　l2mss across various groups of students at different l2proficiency levels
　4.7 rechecking the conclusion of section 4.6 based on the datafrom high-, mid-,
　and low-level l2 proficiency sub-groups
　4.8 summary and pedagogical implications
chapter 5 impact of the l2 self-based interventional treatment onl2
　motivation and l2 achievements: a quasi-experimental study
　5.1 the necessity of self-based l2 motivation intervention
　5.2 literature review of self-based motivation intervention
　5.2.1 domyei's application of ideal/ought-to self in l2 motivationstudy
　5.2.2 hock et al.'s possible selves program
　5.3 research questions
　5.4 research design
　5.5 participants
　5.6 experimental treatment
　5.7 data collection instruments
　5.7.1 college entrance english examinations
　5.7.2 l2 motivational self questionnaire
　5.7.3 final english scores at the end of the semester
　5.7.4 delayed l2 proficiency posttest
　5.7.5 class observation
　5.7.6 interview
　5.8 data collection procedure
　5.9 data analysis techniques and procedure
　5.10 reliability and construct validity of the l2msq (pretest& posttest)
　5.10.1 reliability of the l2msq
　5.10.2 construct validity of the l2msq
　5.10.3 correlational relationships between l2mand classroomobservation
　5.11 results of the quasi-experiment and discussions
　5.11.1 results and discussions of the data analysis (i): pretestof l2
　proficiency pretest and the l2msq variables; normaldistribution
　check & the descriptive statistics of the l2msq
　5.11.2 results and discussions of the data analysis (ii): answerto research question one
　5.11.3 results and discussions of the data analysis (iii): answerto research question two
　5.11.4 results and discussions of the data analysis (iv): answerto research question three and question four
　5.11.5 results and discussions of the data analysis (v): answer toresearch question five
　5.12 summary
chapter 6 conclusion
　6.1 summary of the present research
　6.2 major findings
　6.3 contributions
　6.4 limitations
　6.5 suggestions for future research
　bibliography
　appendices
　appendix 3.1 english learner questionnaire for undergraduates andpostgraduates (elqup)
　appendix 3.2 英语学习者（大学）问卷调查
　appendix 3.3 english learner questionnaire for primary and middleschool students (elqpm)
　appendix 3.4 英语学习者（中小学）问卷调查
　appendix 5.1 road map for my ideal l2 self
　appendix 5.2 l2 motivational self questionnaire (l2msq)
　appendix 5.3 英语学习问卷调查
　appendix 5.4 classroom observation rating scale
　appendix 5.5 semi-structured interview questions
　indexes
　subject index
　author index
　后记