| ABSTRACT | 第1-5页 |
| 摘要 | 第5-9页 |
| Chapter One:Introduction | 第9-17页 |
| ·The Background of The Study | 第9-12页 |
| ·The Significance of The Study | 第12-13页 |
| ·The Complex Nature of L2 Motivation | 第13-15页 |
| ·The Outline of the Thesis | 第15-17页 |
| Chapter Two:Literature Review | 第17-34页 |
| ·The Social Psychological Period | 第18-20页 |
| ·The Cognitive-Situated Period | 第20-22页 |
| ·The Process-Oriented Period | 第22-24页 |
| ·Related Theories | 第24-29页 |
| ·Possible Selves and Its Function of The Future Self-Guides | 第24-27页 |
| ·Higgins's Self-Discrepancy Theory | 第27-29页 |
| ·The Recent Development:Dornyei's L2 Motivational Self Systern | 第29-34页 |
| ·Background of L2MSS | 第29-32页 |
| ·Ideal L2 Self | 第32页 |
| ·Ought-To L2 Self | 第32-33页 |
| ·L2 Learning Experience | 第33-34页 |
| Chapter Three:Researches on L2 Motivation al Self System at Home and Abroad | 第34-41页 |
| ·The Present Domestic Research Situation | 第34-36页 |
| ·The Current Situation of Overseas Research | 第36-41页 |
| ·Dornyei's Research in Hungary | 第36-38页 |
| ·Tatsuya Taguchi's Main Findings in Japan | 第38-39页 |
| ·Mostafa Papi's Study in Iran | 第39-41页 |
| Chapter Four:Research Design and Methodology | 第41-46页 |
| ·Research Questions | 第41页 |
| ·Subjects | 第41-42页 |
| ·Data Collection Instruments | 第42-44页 |
| ·Procedures | 第44页 |
| ·Data Collection | 第44-46页 |
| Chapter Five:Comparison and Discussion | 第46-68页 |
| ·Results and Discussions of the Data Analysis | 第46-63页 |
| ·Descriptive Statistics of All Variables | 第46-49页 |
| ·The Normal Distribution of the Variables | 第49-52页 |
| ·The Best Predictor of L2 Motivation among Components of L2MSS | 第52-57页 |
| ·The Effects of Three Components on Learners' L2 Proficiency | 第57-61页 |
| ·The Relationship between Ideal L2 Self, Ought-to L2 Self and Participants in Different Majors and Schools | 第61-63页 |
| ·The Analysis and Comparison of the L2 Self Motivation | 第63-68页 |
| ·The Comparison of Researches in China Done by The Author and Doctor Liu | 第63-64页 |
| ·Best Predictor of the L2 Motivation among Three Components in Different Groups in Different Areas | 第64-65页 |
| ·The Relationship between the Ideal L2 Self Ought-to L2 Self and Instrumentality-promotion and Instrumentality prevention | 第65-68页 |
| Chapter Six:Conclusion and Suggestions | 第68-73页 |
| ·Main Findings | 第68-70页 |
| ·Suggestions for Teachers to Motivate Their Students in Classroom | 第70-71页 |
| ·Limitations | 第71页 |
| ·Further Research Suggestions | 第71-73页 |
| BIBLIOGRAPHY | 第73-78页 |
| APPENDIX | 第78-80页 |
| ACKNOWLEDGEMENTS | 第80-81页 |
| PUBLISHED PAPERS | 第81页 |
