The relationship between the L2 Motivational Self System and attainment

• Authors: David Sandeman

Abstracts

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.

Keywords

EN

motivation; L2 Motivational Self System; attainment; L2 proficiency

• Publisher: Poznańskie Towarzystwo Przyjaciół Nauk
• Journal: Lingua Posnaniensis
• Year: 2022
• Volume: 64
• Issue: 2
• Pages: 35-47

Dates

published

2022

Contributors

author

David Sandeman

• ECC Language Institute, Osaka

• https://orcid.org/0000000284976371

References

• Al-Hoorie, A.H. 2018. The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching 8(4). 721-754.
• Andrade, M.S. & Bunker, E.L. 2009. A model for self-regulated distance language learning. Distance Education 30. 47-61.
• Au, S.Y. 1988. A critical appraisal of Gardner’s socio-psychological theory of second language (L2) learning. Language Learning 38. 75-100.
• Backman, N. 1976. Two measures of affective factors as they relate to progress in adult second-language learning. Working Papers on Bilingualism 10. 100-122. Retrieved from: https://eric.ed.gov/.
• Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman.
• Boo, Z., Dörnyei, Z. & Ryan, S. 2015. L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System 55. 145-157.
• Bursali, N. & Oz, H. 2017. The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education 6. 229-239.
• Busse, V. & Williams, M. 2010. Why German? Motivation of students studying German at English universities. The Language Learning Journal 38(1). 67-85.
• Chan, L. 2014. Effects of an imagery training strategy on Chinese university students’ possible second language selves and learning experiences. In Csizér, K. & Magid, M. (eds.), The impact of self-concept on language learning, 357-376. Bristol: Multilingual Matters
• Clément, R. & Baker S.C. & Macintyre, P. 2003. Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology 22. 190-209.
• Clément, R. & Gardner R.C. & Smythe, P.C. 1977. Motivational variables in second language acquisition: A study of Francophones learning English. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 9(2). 123-133.
• Comanaru, R., & Noels, K.A. 2009. Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes 66(1). 131-158.
• Csizér, K. & Dörnyei, Z. 2005. Language learners’ motivational profiles and their motivated learning behavior. Language Learning 55(4). 613-659.
• Csizér, K. & Lukács, G. 2010. The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System 38. 1-13.
• Deci, E.L. & Ryan, R.M. 1985. Intrinsic motivation and self‐determination in human behaviour. New York: Plenum.
• Derwing, T.M. & Munro, M.J. & Thomson R.I. 2008. A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics 29(3). 359-80.
• Domakani, Masoud Rahimi & Pour, Ali Akbar Jafar & Mohammadi, Misagh Haji. 2016. Interrelationship between Iranian L2 learners’ proficiency, motivational self system and self-regulated learning strategies. Mediterranean Journal of Social Sciences 3. 404-410.
• Dornyei, Z. 1990. Conceptualizing motivation in foreign language learning. Language Learning 40. 45-78.
• Dörnyei, Z. 1994. Motivation and motivating in the foreign language classroom. The Modern Language Journal 78(3). 273-284.
• Dörnyei, Zoltán. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
• Dörnyei, Z. 2019. Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching 9. 19-30.
• Dörnyei, Z. & Chan, L. 2013. Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning 63. 437-462.
• Dörnyei, Z. & Csizér K. & Nemeth, N. 2006. Motivational dynamics, language attitudes and language globalisation: A Hungarian perspective. Clevedon: Multilingual Matters.
• Dörnyei, Z. & Kubanyiova, M. 2014. Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
• Dörnyei, Z. & Stephen R. 2015. The psychology of the language learner revisited. New York: Routledge.
• Dörnyei, Z. & Ushioda, E. 2009. Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
• Dörnyei, Z. & Ushioda, E. 2011. Teaching and researching motivation. 2nd edition. Harlow: Longman.
• Feng, L. & Papi, M. 2020. Persistence in language learning: The role of grit and future self-guides. Learning and Individual Differences 81.
• Fukada, Y. & Fukuda, T. & Falout, J. & Murphey, T. 2011. Increasing motivation with possible selves. In Stewart, A. (ed.), JALT2010 Conference Proceedings, 337-349. Tokyo: JALT.
• Gardner, R.C. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
• Gardner, R.C. 2000. Correlation, causation, motivation and second language acquisition. Canadian Psychology 41. 1-24.
• Gardner, R.C. 2001. Integrative motivation and second language acquisition. In Dörnyei, Z. & Schmidt, R. (eds.), Motivation and second language acquisition, 1-19. Honolulu, HI: National Foreign Language Resource Center.
• Gardner, R.C. & Lambert W.E. 1959. Motivational variables in second-language acquisition. Canadian Journal of Psychology 13. 266-272.
• Gardner, R.C. & Lambert, W.E. 1972. Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
• Gardner, R.C. & Smythe, P.C. 1975. Motivation and second-language acquisition. The Canadian Modern Language Review 31. 218-230.
• Ghapanchi, Z. & Khajavy, G.H. & Asadpour, S.F. 2011. L2 motivation and personality as predictors of the second language proficiency: Role of the Big Five traits and l2 motivational self system. Canadian Social Science 7(6). 148-155.
• Gunning, P. & Oxford, R.L. 2014. Children’s learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System 43. 82-100.
• Henry, A. & Thorsen, C. 2017. The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education. International Journal of Multilingualism 15(4). 349-364.
• Hermann, G. 1980. Attitudes and success in children’s learning of English as a second language: The motivational versus the resultative hypothesis. English Language Teaching Journal 34. 247-254.
• Higgins, E.T. 1987. Self-discrepancy: A theory relating self and affect. Psychological Review 94. 319-40.
• Higgins, E.T. 1996. The “self-digest”: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology 71(6). 1062-1083.
• Islam, M. & Lamb, M. & Chambers, G. 2013. The L2 motivational self system and national interest: A Pakistani perspective. System 41(2). 231-244.
• Kanat-Mutluoğlu, A. 2016. The influence of ideal L2 self, academic self-concept and intercultural communicative competence on willingness to communicate in a foreign language. Eurasian Journal of Applied Linguistics 2. 27-46.
• Kang, Su-Ja. 2005. Dynamic emergence of situational willingness to communicate in a second language. System 33(2). 277-92.
• Kim, Do Hong & Wang, Chuang & Ahn, Hyun Seon & Bong, Mimi. 2015. English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences 38. 136-142.
• Kim, Tae-Young & Kim, Yoon-Kyoung. 2014a. A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency. System 46. 14-27.
• Kim, Tae-Young & Kim, Yoon-Kyoung. 2014b EFL Student’s L2 Motivational Self System and self-regulation: Focusing on elementary and junior high school students in Korea. In Csizér K. & Magid, M. (eds.), The Impact of self-concept on language learning, 87-107. Bristol, United Kingdom: Multilingual Matters.
• Kim, Yoon-Kyoung & Kim, Tae-Young. 2011. The effect of Korean secondary school students’ perceptual learning styles and ideal L2 self on motivated L2 behavior and English proficiency. Korean Journal of English Language and Linguistics 11. 21-42.
• Kitikanan, P. & Sasimonton, P. 2017. The relationship between English self-efficacy and English learning achievement of L2 Thai learners. Language Education and Acquisition Research Networt (LEARN) 10. 148-163.
• Lamb, M. 2012. A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning 62. 997-1023.
• Lee, Ju S. & Lee, K. 2020. Role of L2 Motivational Self System on willingness to communicate of Korean EFL university and secondary students. Journal of Psycholinguist Research 49. 147-161.
• Lee, Ju S. & Lu, Y. 2021. L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts. Computer Assisted Language Learning.
• MacIntyre, P.D. & Baker, .C. & Clément, R. & Conrod, S. 2001. Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition 23. 369-388.
• MacIntyre, P.D. & Clément, R. & Dörnyei, Z. & Noels, K.A. 1998 Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal 82. 545-562.
• MacIntyre, P.D. & Gardner, R.C. 1991. Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning 41. 85-117.
• MacIntyre, P.D. & Gardner, R.C. 1994. The subtle effects of language anxiety on cognitive processing in the second language. Language Learning 44. 283-305.
• Ma, R. & Oxford, R.L. 2014. A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System 43. 101-113.
• Mackay, J. 2014. Applications and implications of the L2 motivational self system in a Catalan EFL context. In Csizér, K. & Magid, M. (eds.), The impact of self-concept on language learning, 377-400. Bristol: Multilingual Matters.
• Magid, M. & Chan, L. 2012. Motivating English learners by helping them visualize their ideal L2 self: Lessons from two motivational programs. Innovation in Language Learning and Teaching 6. 113-125.
• Markus, H. & Nurius, P. 1986. Possible selves. American Psychologist 41. 954-969
• Masgoret, A.-M. & Gardner, R.C. 2003. Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning 53. 123-163.
• Mowrer, O.H. 1950. Learning theory and personality dynamics. New York: Ronald Press.
• Moskovsky, Ch. & Assulaimani, T. & Racheva, S. & Harkins, J. 2016. The L2 Motivational Self System and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal 100. 641-645.
• Munezane, Y. 2013. Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook 13(1). 176-198.
• Munezane, Y. 2016. Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom. EUROSLA Yearbook 16(1).
• Noels, K. 2001. New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations. In Dornyei, Z. & Schmidt, R. (eds.), Motivation and second language acquisition, 43-68. Honolulu, HI: University of Hawai’s Second Language Teaching and Curriculum Centre.
• Noels, K. 2005. Orientations to learning German: Heritage language learning and 322 motivational substrates. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes 62(2). 285-312.
• Northwood, B. & Kinoshita Thomson, Ch. 2012. What keeps them going? Investigating ongoing learners of Japanese in Australian universities. Japanese Studies 32(3). 335-355.
• Oxford, R. 2011. Teaching and researching language learning strategies. Harlow: Pearson Longman.
• Oxford, R. & Shearin, J. 1994. Language learning motivation: Expanding the theoretical framework. The Modern Language Journal 78(1). 12-28.
• Oya, T. & Manalo, E. & Greenwood, J. 2004. The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology 18(7). 841-855.
• Papi, M. 2010. The L2 Motivational Self System, L2 anxiety, and motivated behavior: A structural equation modeling approach. System 38(3). 467-479.
• Peng, J.-E. 2015. L2 Motivational Self System, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher 24. 433-443.
• Piniel, K. & Csizér, K. 2013. L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context. Studies in Second Language Learning and Teaching 3(4). 523-550.
• Pintrich, P.R. & De Groot, E.V. 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82. 33-40.
• Rajab, A. & Roohkbash Far, H. & Etemadzadeh, A. 2012. The relationship between L2 motivational self-system and L2 learning among TESL students in Iran. Procedia – Social and Behavioral Sciences 66. 419-424.
• Ramage, K. 1990. Motivational factors and persistence in foreign language study. Language Learning 40(2). 189-219.
• Roshandel, J. & Ghonsooly, B. & Ghanizadeh, A. 2018. L2 Motivational Self-System and self-efficacy: A quantitative survey-based study. International Journal of Instruction 11. 329-344.
• Ryan, S. 2009. Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Dörnyei, Z. & Ushioda, E. (eds.), Motivation, language identity and the L2 self, 120-143. Bristol: Multilingual Matters.
• Sampson, R. 2012. The language-learning self, self-enhancement activities, and self perceptual change. Language Teaching Research 16. 317-335.
• Saville-Troike, M. 2006. Introducing second language acquisition. Cambridge: Cambridge University Press.
• Shih, Huei-Ji & Chang, Shan-mao. 2018. Relations among L2 learning motivation, language learning anxiety, self-efficacy and family influence: A structural equation model. English Language Teaching 11(11). 148-160.
• Strong, M. 1984. Integrative motivation: Cause or effect of successful second language learning. Language Learning 34(3). 1-14.
• Taguchi, T. & Magid, M. & Papi, M. 2009. The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Dörnyei, Z. & Ushioda, E. (eds.), Motivation, language identity and the L2 self, 66-97. Bristol: Multilingual Matters.
• Thompson, Amy S. 2017. Don’t tell me what to do! The anti-ought-to self and language learning motivation. System 67. 38-49.
• Thompson, Amy S. & Erdil-Moody, Zeynep. 2014. Operationalizing multilingualism: Language learning motivation in Turkey. International Journal of Bilingual Education and Bilingualism 19(3). 314-331.
• Truong, M. 2021. Motivating second language learners: From major L2 motivation theories to implications for L2 classroom practice and research. Journal of Foreign Studies 37. 55-65.
• Ueki, M. & Takeuchi, O. 2012. Validating the L2 Motivational Self System in a Japanese EFL context: The interplay of L2 motivation, L2 anxiety, self-efficacy, and the perceived amount of information. Language Education and Technology 49. 1-22.
• Ushioda, E. & Dörnyei, Z. 2012. Motivation. In Gass, S.M. & Mackey A. (eds.), The Routledge handbook of second language acquisition, 396-409. New York: Routledge.
• Xie, Y. 2014. L2 self of beginning level heritage and nonheritage postsecondary learners of Chinese. Foreign Language Annals 47(1). 189-203.
• Yashima, T. 2002. Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal 86(1). 54-66.
• Yashima, T. 2009. International posture and the ideal L2 self in the Japanese EFL context. In Dörnyei, Z. & Ushioda, E. (eds.), Motivation, language identity and the L2 self, 144-163. Bristol, UK: Multilingual Matter.
• Zimmerman, B.J. 1998. Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In Schunk, D.H. & Zimmerman, B.J. (eds.), Self-regulated learning: From teaching to self-reflective practice, 1-19. New York: Guilford Publications.
• Zimmerman, B.J. & Risemberg, R. 1997. Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology 22. 73-101.

Identifiers

DOI

10.14746/linpo.2022.64.2.2

Biblioteka Nauki

2183714