本研究以上海市某高校非英语专业一年级１１４ 名学生为对象，研究了旨在提高学习者理想英语自我动机策略的有效性。研究发现，策略的实施有效提高了高水平英语学习者的学习动机，但对低水平学习者学习动机未有显著影响。在对这一发现进行原因分析的基础上，笔者对仅关注理想二语自我的二语动机自我系统动机策略体系进行了完善，在此系统理论下进一步提出了针对低水平英语学习者的提高其应该英语自我以及优化英语学习经历的动机策略。

Taking 114 non-English majors of freshmen from a university in Shanghai as research participants, the current study explores about the effectiveness of motivational strategies aiming at enhancing learners’ Ideal English Self. The research shows the motivation of high-proficiency English learners is significantly enhanced while low-proficiency English learners don’t experience obvious improvements in terms of their learning motivation. Based on the further study into the reasons behind these findings, the researcher refines the L2MSS motivation strategies which solely highlights the element of Ideal L2 Self, and thus presenting motivation strategies aiming at enhancing the Ought-to English Self and English Learning Experience for low-proficiency learners.