A Structural Equation Model on English Learning Self of Middle School Students in China’s Ethnic Minority Populated Area

As the L2 Motivational Self System (L2MSS) is premised on monolingualism, which ignores cross-cutting properties of multilingual environments, this study investigates English Learning and its structural characteristics students in a junior high school minority-inhabited area Guizhou Province, China. These ethnic minority not only learn their native language (minority languages), but also Mandarin Chinese, through they as third language, with features low proficiency, weak motivation to English, frequency use. Data were collected from 159 Han Chinese 274 eighth grade school. Structural equation modelling revealed that Ideal contains three factors: Learner, Career User, most significant exhibited by middle was Learner; while Ought-to Meeting Other’s Expectation, Self’s Future Expectation Present Demand, marking contributed most. Through comparative analysis, further found there no difference between local terms Self.