| List of Abbreviations | 第1-5页 |
| List of Tables and Figures | 第5-9页 |
| Abstract | 第9-11页 |
| 摘要 | 第11-13页 |
| Chapter 1 Introduction | 第13-17页 |
| ·Background of the Study | 第13-14页 |
| ·Purpose of the Study | 第14-15页 |
| ·Significance of the Study | 第15-16页 |
| ·Overall Structure of the Thesis | 第16-17页 |
| Chapter 2 Literature Review | 第17-38页 |
| ·Four Phases of L2 Motivation Research | 第17-26页 |
| ·The Social Psychological Period (1959-1990) | 第18-21页 |
| ·The Cognitive-situated Period (during the 1990s) | 第21-23页 |
| ·Self-determination Theory | 第21-23页 |
| ·Attribution Theory | 第23页 |
| ·The Process-oriented Period (2000-2004) | 第23-25页 |
| ·The New L2 Motivation Study Period (2005-) | 第25-26页 |
| ·Dornyei's L2MSS Theory | 第26-36页 |
| ·Background in which L2MSSwas Proposed | 第26-29页 |
| ·Theoretical Foundation of L2MSS | 第29-33页 |
| ·Possible Selves and its Function of Future Self-guides | 第29-32页 |
| ·Higgins's Self-discrepancy Theory | 第32-33页 |
| ·The Main Contents of L2MSS | 第33-35页 |
| ·Conditions for the Motivating Capacity of the Ideal and Ought-to Selves | 第35-36页 |
| ·The Study in Dornyei's L2MSSAbroad and Home | 第36-37页 |
| ·Comments on Previous Research | 第37-38页 |
| Chapter 3 Research Methodology | 第38-44页 |
| ·Research Questions | 第38页 |
| ·Participants | 第38-39页 |
| ·Instruments | 第39-42页 |
| ·Questionnaire | 第39-41页 |
| ·Interview | 第41-42页 |
| ·Test Papers of PRETCO | 第42页 |
| ·Data Collection Procedures | 第42页 |
| ·Data Analysis | 第42-44页 |
| ·Quantitative Analysis | 第42-43页 |
| ·Qualitative Analysis | 第43-44页 |
| Chapter 4 Results and Discussion | 第44-58页 |
| ·Quantitative Results | 第44-51页 |
| ·The General Situation of Students'English Motivational Self System in Higher Vocational Colleges | 第44-48页 |
| ·The Differences in Ideal Self and Ought-to Self between the Students of Literal Arts and Science | 第48-49页 |
| ·The Relationship between Students'Motivational Self System and Their English Achievement | 第49-51页 |
| ·Qualitative Analysis | 第51-53页 |
| ·The General Situation of Student's English Self System in Higher Vocational College | 第51-52页 |
| ·The Difference in Their Ideal Self and Ought-to Self between Students of Liberal Arts and Science | 第52-53页 |
| ·Discussion | 第53-58页 |
| ·Discussion of the First Research Question | 第53-55页 |
| ·Discussion of the Second Research Question | 第55页 |
| ·Discussion of the Third Research Question | 第55-58页 |
| Chapter Five Conclusions and Implications | 第58-65页 |
| ·Main Findings | 第58-59页 |
| ·Implications for English Teachers in Higher Vocational College | 第59-62页 |
| ·Arousing the Students' Motivation with Ideal Self | 第60页 |
| ·Cultivating the Positive English Learning Experience | 第60-61页 |
| ·Creating Various Learning Activities | 第61-62页 |
| ·Implications for English Learners in Higher Vocational College | 第62-63页 |
| ·Limitations | 第63页 |
| ·Suggestions for Future Study | 第63-65页 |
| Bibliography | 第65-72页 |
| Appendix Ⅰ | 第72-74页 |
| Appendix Ⅱ | 第74-75页 |
| Acknowledgements | 第75-76页 |
| 攻读学位期间发表的学术论文 | 第76页 |
