外語學習動機在外語教學領域上是一個重要的研究方向。近期外語學習動機學者Dörnyei (2005, 2009) 提出了以第二語言自我形象為架構的動機理論 (L2 Motivational Self System)，並在許多國家接受驗證，證明其理論可用來預測外語學習者的學習動機。不過，目前尚未有學者以此理論作為基礎來調查台灣青少年學子的英語學習動機。此外過去以此理論為基礎的研究大多專注於教室內的第二外語學習經驗，這並無法完全反映學生的語言學習經驗。尤其在台灣的學習環境，學生除了在正規教育裡接受英語教育之外，也在課後花費許多時間在補習班上英語課。
本研究透過發放以第二語言自我形象為架構的動機理論而製成的問卷給全台一千六百九十八位國中生。除了驗證Dörnyei所提出的動機理論外，更進一步探討在正規教育中的英語學習經驗和補習班裡的英語學習經驗如何影響學生的英語學習動機。本研究共採取了三種衡量標準。第一是學生預期的學習程度、第二是學生在教室內的英語學習行為，和第三是學生校外的英語自主學習行為。
根據多元迴歸的結果顯示，本研究發現最能夠預測台灣國中生的英語學習動機是學生對於第二語言的學習態度以及他們的英語學習經驗。另外，應有我(Ought-to L2 Self)和台灣國中生的英語學習動機之間也有著相當程度的關聯性。此外，學生在補習班的額外英語學習經驗也會改變工具類傾向目標對於學生英語學習動機的影響，以及促成理想我(Ideal L2 Self)的形成。
透過全國性的調查，本研究證明以第二語言自我形象為架構的動機理論可用來預測台灣國中生的英語學習動機。就理論而言，應有我的影響力則需要再做進一步的檢驗，以找出導致台灣國中生認為應該要學習英語的原因為何。在教學上，若要增進台灣國中生的英語學習動機，本研究建議教師可在教室內透過動機教學演練來幫助學生獲取正面的英語學習態度和經驗。在課堂上也可以結合能夠增進想像力和維持理想我的動機策略來促成學生理想我的形成。

Dörnyei’s (2005, 2009) L2 Motivational Self System has drawn much research attention in the field of L2 motivation. Although this model has been empirically validated in diverse national contexts, no empirical study has utilized the L2 Motivational Self System as a theoretical framework to investigate Taiwanese young learners’ English learning motivation. Previous studies mainly focus on classroom-based L2 learning experience, which is unable to fully reflect learners’ L2 learning experiences (Csizér & Kormos, 2009; Papi, 2010; Taguchi et al., 2009). Particularly in the learning context of Taiwan, in addition to English instructions in formal educational settings, a high percentage of students attend private English institutes (Chen, 2003; Chang, 2008; Chung & Huang, 2010).
By distributing questionnaires designed based on the L2 Motivational Self System to 1,698 junior high school students across Taiwan, the present study aims to validate Dörnyei’s L2 Motivational Self System in the context of Taiwan, and further explore how the two types of L2 learning experiences (in school formal English instruction and out of school private English tutoring) affect learners’ motivation towards English learning. To examine learners’ L2 motivation, their intended learning effort, the frequency of their motivated learning behaviors in the English classrooms, and how often they voluntarily learn English outside the classrooms are taken as criteria measures.
The findings of the present study show that L2 Learning Attitude and English Learning Experience act as the best predictors of English learning motivation of Taiwanese junior high school students. Ought-to L2 Self is found to be a pertinent contributory factor in Taiwanese young adolescents’ English learning motivation. Further, it seems that additional English instruction outside the formal educational settings changes the correlation between instrumentality-prevention and students’ English learning motivation, and contributes to the emergence of Ideal L2 Self.
Through a large scale quantitative research, the findings suggest the feasibility of applying Dörnyei’s L2 Motivational Self System in Taiwan. Theoretically, the stronger influence of Ought-to L2 Self on students’ L2 motivation needs to be further investigated in order to figure out what makes Taiwanese young language learners think they have to learn English. Pedagogically, the present study suggests that English teachers in the formal educational settings could apply motivational teaching practices or motivational strategies aiming to generate and sustain ideal L2 self in order to increase Taiwanese junior high school students’ English learning motivation.

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