二语动机自我系统与大学英语四级成绩的关系

本文基于问卷调查的数据，分析了二语动机自我系统与全国大学英语四级(以下简称CET4)成绩的关系。研究结果表明:不同CET4成绩的学生，理想二语自我和二语学习经历之间有显著差异，然而这些学生的应该二语自我却没有显著性差异；理想二语自我和二语学习经历与CET4成绩呈显著正相关，应该二语自我与CET4成绩之间相关性不显著；理想二语自我、二语学习经历与CET4成绩之间有显著回归关系，理想二语自我的影响力高于二语学习经历，应该二语自我与CET4成绩没有显著回归关系。鉴于二语动机自我系统与CET4之间的关系，在教学过程中，教师要引导学生正确对待CET4成绩，建构积极的理想二语自我，丰富学生的学习体验，提高英语水平。  

L2 Motivational Self System and CET4 Achievement

This study takes the initiative to test the association between CET4 and L2 motivational self system via a questionnaire survey. Results of this research are as the following: there is a significant difference of Ideal L2 Self and L2 Learning Experience between the students with different CET4 achievement, but not significant difference of Ought-to L2 self; CET4 achievement has a significant positive association with Ideal L2 Self and L2 Learning Experience, but a negative, not significant, association with Ought-to L2 self; Ideal L2 Self and L2 Learning Experience have a marked regression relationship between the two factors and CET4, and Ought-to L2 self has no regression relationship with CET4. Hence, students should hold a correct attitude toward L2 motivational self system and improve L2 language ability.