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    Tytuł:
    The L2 motivational self system: A meta-analysis
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/780731.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    L2 motivational self system
    self-guides
    Opis:
    This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 4; 721-754
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Study of Chinese University English Majors’ L2 Motivational Self
    Eine Studie zur Ego-Motivation beim Erwerb einer Zweitsprache bei chinesischen Studierenden der englischen Philologie
    Autorzy:
    Liu, Meihua
    Powiązania:
    https://bibliotekanauki.pl/articles/1182383.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    L2 motivational self
    L2 motivation
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    motivierende l2-persönlichkeit
    motivation zum erlernen einer zweitsprache
    ‚ideales ich‘
    sprachlernziele
    spracherfahrung
    Opis:
    As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: 1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, 2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
    Als eine bedeutende affektive Variable hat die Motivation immer die Aufmerksamkeit der Forscher des Lernprozesses einer Zweit-/Fremdsprache (SL/FL) auf sich gezogen und spielt dabei eine Schlüsselrolle, was in den bisherigen Untersuchungen nachgewiesen wurde. Angesichts der Komplexität und Dynamik verdient die Motivation dennoch Aufmerksamkeit. Angeregt durch das vor kurzem von Dörnyei (2005, 2009) vorgeschlagene „Modell der motivierenden Persönlichkeit der Zweitsprache“ untersucht diese Studie das „motivierende Ego“ von chinesischen Studierenden der englischen Philologie, indem die gemischten Forschungsansätze angewendet werden. 101 Studierende der renommierten Peking-Universität nahmen an der Umfrage teil, und 15 davon beteiligten sich auch am Interview. Die Analyse der gesammelten Informationen ergab Folgendes: 1) die Probanden waren im Allgemeinen zum Lernen hoch motiviert, hatten ihre deutlich herauskristallisierte Vision von sich selbst als künftig kompetente Verwender des Englischen, schätzten ihre bisherigen Erfahrungen mit dem Sprachenlernen positiv ein und bewerteten ziemlich zuverlässig die Mängel ihres eigenen „zweitsprachlichen Ichs“; 2) Studierende der letzten Jahre erklärten einen deutlich höheren Sprachstandard als ihre gewünschte „zweitsprachliche Identität“ und stellten eine positivere Wahrnehmung ihrer eigenen sprachlichen Erfahrung dar. Diese Schlussfolgerungen ermöglichen es, die Diskussion über pädagogische Implikationen zu entwickeln und die Richtungen für weitere Studien zu umreißen.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 67-85
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues
    The foreign language learner’s self: adaptation of selected psychological theories in SLA studies
    Autorzy:
    Pudo, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/1036457.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    self
    L2 motivation
    Ideal L2 Self
    Ought-to L2 Self
    self-discrepancy
    possible selves
    Ja
    motywacja do nauki języka obcego
    językowe Ja idealne
    językowe Ja powinnościowe
    teoria rozbieżności Ja
    możliwe Ja
    Opis:
    As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.
    Źródło:
    Neofilolog; 2021, 56/1; 23-38
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another Look at the L2 Motivational Self System of Polish Students Majoring in English: Insights from Interview Data
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/783125.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    motivation
    theory of L2 Motivational Self System
    ideal L2 self
    ought-to self
    English majors
    Opis:
    One of the most recent theoretical developments when it comes to the role of motivation in second language learning is the theory of the L2 motivational self system (e.g., Dörnyei, 2005). It has been proposed in recognition of the fact that learning a foreign language does not only involve acquiring a new communicative code, but also affects the personality of an individual, the difficulties involved in applying Gardner’s (1985) concept of integrativeness to foreign language contexts, as well as the mounting empirical evidence (e.g., Dörnyei & Csizér, 2002), demonstrating that key components of motivation, such as integrativeness, instrumentality, attitudes towards L2 speakers or manifestations of motivated learning behavior are intricately interrelated. As a result, the notion of integrativeness has been reinterpreted as the L2-specific aspect of an individual’s ideal self and the motivational system is believed to comprise the following three dimensions: (a) ideal L2 self, which is related to the abilities and skills that learners envisage themselves possessing, which may trigger a desire to reduce the distance between their actual and ideal selves, (b) ought-to L2 self, which is connected with the attributes that the learners believe are important in the eyes of significant others, and (c) L2 learning experiences, which is a context-related factor reflecting the nature of the immediate learning environment and learning experiences. This framework was applied in a qualitative study, the participants of which were 28 English majors in the last year of a three-year BA program who were interviewed about their motives for learning the target language. The analysis revealed that although motivational influences which have traditionally been regarded as important do play a role, there are a number of factors, such as family influence, instrumentality, knowledge orientation or international posture, that are also of vital importance.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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