The Impact of Product-Oriented Approach on L2 Learning Motivation: An Empirical Analysis Based on L2MSS Theory and Learning Experiences

This study is based on the Second Language Motivation Self System (L2MSS) theory, employing a mixed quantitative and qualitative research method to explore the impact mechanism of product-oriented teaching methods on second language learning motivation. The core of the study is a comparative analysis between an experimental group (product-oriented teaching) and a control group (traditional teaching), combined with questionnaire surveys, interviews, and mediation effect tests, to reveal the dynamic role of learning experience in motivation generation. The results show that product-oriented teaching methods significantly enhance learners 'learning experiences through authentic task design (such as international negotiation simulations and cross-cultural video creation) and social interaction mechanisms. These methods activate the "ideal self" and "learning experience" dimensions of L2MSS, which drive internalization of motivation via a chain of mediating paths (with a total mediation effect ratio of 68.4%). Qualitative data further indicate that visible outcomes and peer feedback strengthen learners' goal identification, but there are adaptive differences in task complexity among low-motivation groups. Theoretically, this study validates the synergistic effect of learning experience and L2MSS, expanding the "task-experience-motivation" triadic model. Practically, it proposes differentiated task stratification and phased outcome feedback strategies, providing a basis for the transformation of English teaching from "knowledge transmission" to "competency construction." Future research can combine cross-cultural comparisons and technological integration to deepen the exploration of the dynamic adaptability of product-oriented teaching methods.