NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059528
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0026-7902
Exploring Motivational Profiles through Language Learning Narratives
Thompson, Amy S.; Vásquez, Camilla
Modern Language Journal, v99 n1 p158-174 Spr 2015
This study analyzes the language learning narratives of 3 NNS foreign language teachers. It uses as a theoretical framework the L2 Motivational Self System (L2MSS) (Dörnyei, 2009) but adds the dimension of psychological reactance (Brehm, 1966). Our findings indicate that the L2MSS underestimates the relationship between "I" and "other," a distinction that is paramount in Self-Discrepancy Theory (Higgins, 1987). Specifically, the "I" dimension is strongly articulated in the ideal L2 self, whereas the "other" dimension is not. The inverse is true for the ought-to L2 self in which the "other" dimension is emphasized. These omissions underemphasize the importance of the interaction between the self and the context in forming language learning motivation. In addition, the findings indicate that the L2MSS framework needs further development in order to account for learners in a variety of settings, as opposed to primarily an English as a Foreign Language (EFL) environment. Consistent with recent claims about the types of contributions that language learning biographies/narratives can make to SLA research (Pavlenko, 2007), this study offers additional insights into how individual differences interact with contextual variables in language learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A