Dörnyei (2005, 2009)的「外語動機自我體系(L2 Motivational Self System)」理論以外語學習者的第二語言未來自我形象(future L2 self-images)為主要動機來源，此架構促使許多學者在不同場域或針對不同對象進行驗證討論。外語學習者感知所處社會對他們英語學習的期待等因素也會影響其動機；換言之，學習者如何看待自我形象會受其身旁的重要他人與整體社會的影響，尤其身處於儒家文化圈。然而，過去研究很少關注外在期待如何影響外語學習者的自我及其學習動機。
本研究旨在研究家人期待(family expectations)、社會期待(social expectations) 與學生角色義務(identification with social role obligations)如何影響台灣國中生的自我形象及英語學習動機。1335位國中生填寫「外語動機自我體系」為立論架構的問卷，外語學習動機行為共採行三個衡量標準分別為：學生預期的學習投入(intended learning effort)、在課堂的學習參與(in-class involvement)以及在課外的英語學習(voluntary learning)。
根據結構方程模組(structural equation modeling)分析結果顯示：(1)自我體系中，台灣國中生的「應有我(Ought-to L2 Self)」能有效預測學生預期學習投入，而「理想我(Ideal L2 Self)」則是學生課外英語學習的重要指標；至於學生的英語學習經驗(L2 Learning Experience)最能有效影響其課堂內學習參與。(2)家人期待透過其他外在期待和外語未來自我形象的中介作用，間接影響學生不同的學習動機行為。(3)社會期待作為重要的中介變項，能連結不同外在期待與「應有我」、「理想我」的關係。(4)學生角色義務則不須透過外語未來我的中介作用，便能直接顯著影響其課堂內學習參與。
本研究證實不同的外在期待影響自我的層面不同，造成青少年學習者動機行為的差異。就理論而言，不同文化國家可能會重視其他種外在期待來源，未來相關研究可嘗試根據人所處情境(person-in-context)探討其他外在期待對個體自我與外語動機的影響。在教學上，教師應體察學生家人期待的間接影響力，並有效運用其認知各種外在期待來源，適時協助轉化「應有我」成內在的「理想我」，進而提升學生主動投入英語學習的意願。

Research in second and foreign language (L2) motivation has seen a shift in reframing L2 motivation within an individual’s self-concepts. Dörnyei (2005, 2009) proposes the L2 Motivational Self System that re-theorizes L2 motivation through the lens of language learners’ future self-images. This influential framework has gained the momentum of examining L2 motivation in terms of learners’ future self-guides.
In addition to the future self-images, expectations or pressures sourced from a learner’s situated society to master the L2 are one of the primary motivational forces for L2 learners (Dörnyei & Ushioda, 2011). L2 learners’ future visions of self may also be influenced by the expectations coming from an individual’s surrounding people or the society at large, especially in Confucian-influenced societies. However, less research attention has been devoted to examining the influences of various external expectations that represent different language-related attributes that L2 learners believe they ought to possess (Dörnyei & Chan, 2013; Li, 2014).
The goal of the present study is to investigate how L2 learners’ perceived external expectations influence their future selves and motivated learning behaviors. In particular, we focus on how family expectations, social expectations and identification with social role obligations influence Taiwanese young adolescent learners’ ought-to beliefs and English learning motivation. A questionnaire with 51 Likert-scale items was designed and distributed to 1335 junior high school students aged 11 to 13 across Taiwan. The criterion variables are motivated learning behaviors which are intended learning effort and self-reported investment within and outside English courses measured on a frequency basis.
A structural equation modeling (SEM) analysis was conducted to explore the relationship among Taiwanese young adolescents’ perceived external expectations, L2 future selves and English learning motivation. The SEM results demonstrated several major findings: (1) Taiwanese junior high school students’ Ought-to L2 Self and Ideal L2 Self contribute differently to their English learning motivation, and L2 Learning Experience is the most potent contributor for in-class involvement. (2) Family expectations could indirectly influence the learners’ motivated learning behaviors to different extents through the mediation of other external expectations and the L2 selves. (3) Social expectations serve as a mediator in relation to familial expectations and perceived role obligations as well as L2 future selves. (4) Identification with social role obligations acts as an independent predictor for Taiwanese junior high school students’ course-related learning without the support of the L2 future selves.
Implications for both motivational research and English pedagogy would be respectively discussed. Theoretically, different countries may focus on diverse external expectations so that future research could investigate how other kinds of expectations influence L2 learners’ selves and motivation from a person-in-context view. Next, more research into the influence of family expectations are needed to shed light on its intricate role in the Confucian-influenced societies and to explore its interaction with social expectations. What is more to external expectations, the interactive relationship between the Ideal L2 Self and the Ought-to L2 Self should be further explored by means of longitudinal and qualitative studies. Pedagogically, teachers need to take family expectations into account when trying to enhance the students’ learning motivation. Teachers may further help externally-motivated students to develop personally endorsed understandings of the importance of English. Lastly, L2 instructors cannot ignore the significance of learners’ attitudes toward immediate learning experiences and surrounding contexts.

摘要 i
ABSTRACT ii
ACKNOWLEDGEMENT iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
Chapter One ─ INTRODUCTION 1
Chapter Two ─ LITERATURE REVIEW 5
2.1. Overview 5
2.2. From Socio-Educational Model to L2 Motivational Self System 5
2.3. Adolescent L2 learners and the L2 Motivational Self System 8
2.4. Ought-to L2 Self and external expectations 12
2.4.1. Family expectations 13
2.4.2. Social expectations 15
2.4.3. Identification with social role obligations 19
2.5. The relationship of external expectations and the Ought-to L2 Self with the Ideal L2 Self 21
2.6. Summary of Chapter 2 27
2.7. Research question 28
Chapter Three ─ METHODOLOGY 29
3.1. Overview 29
3.2. Participants 30
3.3. Instrument 31
3.4 The initially hypothesized model 33
3.5. Procedure 37
Chapter Four ─ RESULTS 39
4.1. Validity and reliability of all scales 39
4.2. Descriptive statistics and correlation among all scales 40
4.3. SEM analysis of the data 42
4.4. Results of the full model 46
4.4.1. Relationship among family expectations, social expectations, identification with social role obligations and L2 futures selves 51
4.4.2. Predictive effects of L2 Motivational Self System on three criterion measures 54
4.4.3. Relationship among various external expectations, L2 future selves, and motivated learning behaviors 55
Chapter Five ─ DISCUSSION 58
5.1. Taiwanese junior high school students’ motivational self system and English learning motivation 58
5.2. External expectations, L2 future selves, and English learning motivation 61
5.2.1. Family expectations → social expectations → Ought-to L2 Self → intended learning effort 61
5.2.2. Family expectations → social expectations → identification with social role obligations → in-class involvement 63
5.2.3. Family expectations → social expectations → Ought-to L2 Self → Ideal L2 Self → voluntary learning 65
Chapter Six ─ CONCLUSION 67
6.1. Overview 67
6.2. Limitations and future directions 67
6.3. Pedagogical implications 69
REFERENCES 71
Appendix A 79
Appendix B 84

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