本研究旨在调查中国小学、初中和高中学生的第二语言的感知学习风格、想象力、理想二语自我和二语动机行为。一份包括感知学习风格和二语学习动机的调查问卷被分别发放给1667名小学、初中和高中学生。统计分析结果显示,与听觉和动觉学习风格相比,中国的中小学学生更倾向于视觉学习风格。这种视觉学习风格与他们的理想二语自我和二语动机行为有明显的关联。连续回归分析结果表明,对于中国学生的二语学习动机行为最有意义的预测因素是理想二语自我和视觉学习风格。这项研究表明,教师需要帮助学生建立和维持他们的理想二语自我,并通过提供充足的视觉教材来促进他们的二语学习动机。 The purpose of this study is to investigate the second language learning style, imagination, ideal second language self and second language motivation of Chinese primary, middle school and high school students. A questionnaire, which includes both perceptional learning styles and second language learning motivation, was distributed to 1,667 primary, middle and high school students respectively. Statistical analysis showed that primary and secondary school students in China tended to have a more visual learning style than their listening and kinesthetic learning styles. This visual learning style is clearly associated with their ideal L2 self and L2 motivation. The results of continuous regression analysis show that the most significant predictors of L2 motivation in Chinese students are the ideal L2 self and visual learning styles. This research shows that teachers need to help students build and maintain their ideal L2 self and promote their L2 motivation by providing ample visual content.