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Chapter 1 Introduction
1.1 Research Background
1.2 Research Significance
1.3 Research Objectives
1.4 Outline of the Book
Chapter 2 Literature Review
2.1 Language Learning Motivation
2.2 Language Learning Anxiety
2.3 Self-regulation of Language Learning
2.4 Self-efficacy of Language Learning
2.5 Summary
Chapter 3 Research Methods
3.1 Research Purposes
3.2 Research Questions
3.3 Development of Motivation Structure Questionnaire
3.3.1 Confirmatory Factor Analysis of Motivation Structure Questionnaire
3.3.2 Reliability of Motivation Structure Questionnaire
3.3.3 Validity of Motivation Structure Questionnaire
3.4 Development of L2 Motivational Self System Questionnaire
3.4.1 Confirmatory Factor Analysis of L2 Motivational Self System Questionnaire
3.4.2 Reliability of L2 Motivational Self System Questionnaire
3.4.3 Validity of L2 Motivational Self System Questionnaire
3.5 Development of Language Learning Anxiety Questionnaire
3.5.1 Reliability of Language Learning Anxiety Questionnaire
3.5.2 Validity of Language Learning Anxiety Questionnaire
3.6 Development of Self-regulation Questionnaire
3.6.1 Reliability of Self-regulation Questionnaire
3.6.2 Validity of Self-regulation Questionnaire
3.7 Development of Language Learning Self-efficacy Questionnaire
3.7.1 Reliability of Language Learning Self-efficacy Questionnaire
3.7.2 Validity of Language Learning Self-efficacy Questionnaire
3.8 Participants
3.9 Data Collection
3.10 Summary
Chapter 4 Results and Discussion
4.1 The Internal Structure of of Foreign Students Studying Chinese in China
4.1.1 Results of the Descriptive Statistics and the Normal Distribution Test
4.1.2 The Internal Structure of Learning Motivation of Foreign Students
Studying Chinese in China
4.2 L2 Motivational Self System of Foreign Students Studying Chinese in China
4.2.1 Results of the Descriptive Statistics and the Normal Distribution Test
4.2.2 Internal Components of L2 Motivational Self System and Their
Relationships with Motivational Intensity
4.2.3 Contributions of L2 Motivational Self System Components to
Motivational Intensity of the Foreign Students' Chinese Learning
4.2.4 Comparison of L2 Motivational Self System among Foreign Students
Studying Chinese for Different Lengths of Time in China
4.2.5 The Pattern of L2 Motivational Self System across Groups of Foreign
Students Studying Chinese for Different Lengths of Time in China
4.3 Correlation Relationship Between Learning Anxiety, Self-regulation, Self-
efficacy and Motivational Intensity
4.4 Contribution of Learning Anxiety, Self-regulation, Self-efficacy to
Motivational Intensity
4.5 Group Comparison of the Contribution of Learning Anxiety, Self-
regulation and Self-efficacy to Motivational Intensity among Foreign
Students Studying Chinese for Different Lengths of Time in China
4.6 Pedagogical Implications
4.7 Summary
Chapter 5 Conclusion
5.1 Summary of the Present Research
5.2 Major Findings
5.3 Significance and Contributions
5.4 Limitations
5.5 Suggestions for Future Research
Bibliography
Appendix
Index