Motivation Scale 激励量表

量表简介：

In the field of L2 acquisition, learning motivation has attracted great interest from researchers. Over the last 60 years, various theories have been used to understand the construct of motivation. In 2005, Dörnyei proposed the L2MSS theory, which has since become the most commonly used model in motivational studies on L2 learning. The L2MSS has three compo-nent motivators, namely the ideal L2 self, the ought-to L2 self, and the L2 learning experience. Specifically, the ideal L2 self reflects learners’ desire to become proficient L2 users in the future and therefore rep-resents learners’ aspirations and hopes. The ought-to L2 self reflects learners’ sense of responsibility and obligation to learn the L2 to meet the expectations of others and avoid possible undesirable consequences. Centred on the current experience, the L2 learning experience involves several ‘executive’ and situated motives that are associated with learners’ immediate environment in their learning process.

在二语习得领域，学习动机引起了研究者的极大兴趣。在过去的60年里，各种理论被用来理解动机的结构。2005年，Dörnyei提出了L2MSS理论，该理论现已成为二语学习动机研究中最常用的模型。L2MSS有三个组成部分的动机，即理想的二语自我、应该的二语自我和二语学习经验。具体地说，理想的二语自我反映了学习者在未来成为熟练的二语使用者的愿望，因此代表了学习者的愿望和希望。应然二语自我反映了学习者学习二语的责任感和义务，以满足他人的期望，避免可能的不良后果。以当前体验为中心的二语学习体验涉及几个与学习者在学习过程中的直接环境相关的执行动机和情境动机。