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1

The relationship between the L2 Motivational Self System and attainment

100%

Sandeman D.

Lingua Posnaniensis

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2022

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vol. 64

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issue 2

35-47

EN

Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.

2

Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

100%

Dörnyei Z.

Studies in Second Language Learning and Teaching

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2019

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vol. 9

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issue 1

19-30

EN

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

3

Directed Motivational Currents: Using vision to create effective motivational pathways

75%

Muir C., Dornyei Z.

Studies in Second Language Learning and Teaching

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2013

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vol. 3

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issue 3

357-375

EN

Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.

4

Directed Motivational Currents: Using vision to create effective motivational pathways

75%

Muir C., Dörnyei Z.

Studies in Second Language Learning and Teaching

|

2013

|

vol. 3

|

issue 3

357-375

EN

Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.

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3 Studies in Second Language Learning and Teaching

1 Lingua Posnaniensis

2 Dörnyei Z.

2 Muir C.

1 Dornyei Z.

1 Sandeman D.

1 2022

1 2019

2 2013

The relationship between the L2 Motivational Self System and attainment

Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

Directed Motivational Currents: Using vision to create effective motivational pathways

Directed Motivational Currents: Using vision to create effective motivational pathways