As L2 motivation and resilience have been found to play a critical role in second language learning, this study takes the initiative to investigate and verify the structural relationship between resilience, L2 learning motivation and L2 proficiency at beginner, intermediate and advanced level. To collect the data, the participants (N = 132 EFL learners) were administered a placement test and two questionnaires to rate their level of proficiency, resilience and L2 motivation, respectively. The results of Structural Equation Modeling analysis (SEM) revealed that L2 proficiency was directly influenced only by the beginners’ L2 motivation. It was found that the intermediate learners’ L2 proficiency was directly influenced by both L2 motivation and resilience. Conversely, the results indicated that the advanced students’ L2 proficiency was directly impacted only by resilience. In addition, the study determined that L2 motivation has a significant indirect impact on L2 proficiency through resilience only at the advanced level. More generally, L2 proficiency was shown to be directly predictable by both L2 motivation and resilience, and L2 motivation was revealed to have significant direct and indirect effects on L2 proficiency.

由于人们发现第二语言的动机和弹性在第二语言学习中起着至关重要的作用，因此本研究主动研究并验证了初学者，中级和高级水平的弹性，第二语言学习动机和第二语言能力之间的结构关系。为了收集数据，对参与者（N = 132名EFL学习者）进行了入职测试和两份问卷，以分别评估其熟练程度，适应能力和L2动机。结构方程模型分析（SEM）的结果表明，L2熟练程度仅受初学者的L2动机直接影响。研究发现，中级学习者的二语能力直接受二语动机和韧性的影响。反过来，结果表明，高中生的二语水平仅受韧性的直接影响。此外，该研究还确定，L2动机仅通过高级水平的抵御能力就对L2熟练度具有显着的间接影响。更普遍的说，L2的能力和能力都可以直接预测L2的能力，而L2的动机对L2的能力也有直接和间接的影响。