Download pdf
A Review of Studies on L2 Motivational Self System
- 1 University of Nottingham
* Author to whom correspondence should be addressed.
Abstract
The Second Language Motivational Self-System (L2 MSS) is the motivation model elaborated in this article. The aim of this article is to review the model, present a summary of research, that empirically analyses the model and its key features, and suggest future research options. In the article, the issue with the model will be addressed one by one. Then, theoretical descriptions of the model will be presented, followed by its empirical investigations and criticism. Theoretical elaboration of the model is based on Gardner’s model of motivation, Markus and Nurius’ ‘possible selves’ and Higgins’ self-discrepancy theory. Numerous empirical studies examining the model in various contexts around the world found that the ideal L2 self, which associates integrativeness motives and the internalised instrumental, is the strongest component of the model, and the ought-to L2 self, which is relatively less internalised or motivating. The model has been modified to take learning experiences into account. However, unbalanced attention is given to the L2MSS’s constituent parts.
Keywords
L2 Motivational Self System, integrativeness, ‘possible selves’ theory, self-discrepancy theory
[1]. Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation.
[2]. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.
[3]. Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.
[4]. Dörnyei & Ottό, I. (1998). Motivation in action: A process model of L2 motivation. Working papers in applied linguistics 4, 43-69.
[5]. Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language learning, 35(2), 207-227.
[6]. Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language learning, 40(1), 45-78.
[7]. Lamb, M., (2004). Integrative motivation in a globalizing world. System 72 (1), 3-19.
[8]. Coetzee-Van Rooy, S. (2006) Integrativeness: Untenable for world Englishes learners? World Englishes 25 (3/4), 437-450.
[9]. Markus, H., & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954.
[10]. Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. In Advances in experimental social psychology (Vol. 30, pp. 1-46). Academic Press.
[11]. Higgins, E.T., Roney, C.J.R., Crowe, E. and Hymes, C. (1994) Ideal versus ought predilections for approach and avoidance: Distinct self-regulatory systems. Journal of Personality and Social Psychology 66 (2), 276-286.
[12]. Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological review, 94(3), 319.
[13]. Higgins, E. T., Klein, R., & Strauman, T. (1985). Self-concept discrepancy theory: A psychological model for distinguishing among different aspects of depression and anxiety. Social cognition, 3(1), 51-76.
[14]. Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.
[15]. Csizér, K. (2019). The L2 motivational self system. The Palgrave handbook of motivation for language learning, 71-93.
[16]. Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The modern language journal, 89(1), 19-36.
[17]. Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET bulletin, 31(1), 121-133.
[18]. Islam, M., Lamb, M., & Chambers, G. (2013). The L2 Motivational Self System and National Interest: A Pakistani perspective. System, 41(2), 231–244.
[19]. Ryan, S. (2008). The ideal L2 selves of Japanese learners of English (Doctoral dissertation, University of Nottingham).
[20]. Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36, 66-97.
[21]. Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2× 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337-361.
[22]. Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.
[23]. Macintyre, P. D., Mackinnon, S. P., & Clément, R. (2009). Toward the development of a scale to assess possible selves as a source of language learning motivation. Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 193-214.
[24]. Taylor, F., Busse, V., Gagova, L., Marsden, E., & Roosken, B. (2013). Identity in foreign language learning and teaching: Why listening to our students’ and teachers’ voices really matters. ELT Research Papers, 13(2), 1-21.
Cite this article
Fan,Y. (2024). A Review of Studies on L2 Motivational Self System. Lecture Notes in Education Psychology and Public Media,33,36-41.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 2nd International Conference on Interdisciplinary Humanities and Communication Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).