Exploring L2 Motivational Self System and Grit as Predictors of L2 Willingness to Communicate: A Comparative Study between English Majors and Non-Majors in Chinese EFL Context

Abstract

This study compares the differences between English majors and non-English majors in L2 motivational self-system, L2 grit and L2 WTC in China English environment, and the results are thought-provoking. English majors show clear goals and strong desires in their ideal second language self. This clear goal orientation urges them to pay more attention to English learning and constantly improve their language ability. At the same time, their learning perseverance is also amazing. No matter how many difficulties they encounter, they can persevere until they make progress. In contrast, non-English majors' learning motivations are diverse, but they often lack systematicness and persistence. They are easily disturbed by external factors in the process of learning, which leads to the interruption of learning progress or poor learning effect. In addition, their willingness to communicate is relatively low, and they lack the opportunity and confidence to use English in real contexts. The results show that motivation, self-system, perseverance and willingness to communicate play a vital role in the process of second language acquisition. For English majors, the positive effects of these factors are particularly obvious. For non-English majors, we also need to pay attention to and cultivate their abilities to help them improve their English better. Therefore, future English teaching should pay more attention to students' individual differences, teach students in accordance with their aptitude, stimulate students' [1]internal motivation, enhance their learning perseverance and willingness to communicate, and thus improve their English level in an all-round way.