Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages

Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners’ vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners’ capability to generate mental imagery....

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Veröffentlicht in:Language learning Jg. 63; H. 3; S. 437 - 462
Hauptverfasser: Dörnyei, Zoltán, Chan, Letty
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Hoboken, NJ Blackwell Publishing Ltd 01.09.2013
Wiley-Blackwell
Wiley Subscription Services, Inc
Schlagworte:
Academic Achievement
Adults. Performance, acquisition
Asians
Aspiration
China
Chinese languages
Correlation
English (Second Language)
English as a second language learning
Foreign Countries
Future
Futures (of Society)
Hypothesis Testing
ideal L2 self
Ideal self
Imagery
Junior High School Students
L2 motivational self system
Languages
Learning Motivation
Linguistics
Mandarin
Mandarin Chinese
Mental imagery
Mental Representation
Motivation
Native Language
ought-to L2 self
Production and comprehension processes
Psycholinguistics
Psychology of language
Questionnaires
Second Language Learning
Second Language Learning Theories
Secondary School Students
Self Concept
Self image
Self report
Sensory Experience
Sensory perception
sensory styles
Student Attitudes
Student Characteristics
Surveys
China
ideal L2 self
Motivation
sensory styles
Self image
Psycholinguistics
L2 motivational self system
Imagery
ought-to L2 self
Second language acquisition
ISSN:0023-8333, 1467-9922
Online-Zugang:Volltext
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Zusammenfassung:Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners’ vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners’ capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of the strength of the learners’ future L2 self‐guides (ideal and ought‐to L2 selves) and how these variables are linked to learning achievement in two target languages, English and Mandarin, assessed both by self‐report and objective measures. One hundred seventy‐two Year 8 Chinese students (ages 13–15) completed a questionnaire survey, and the results reveal several significant associations between the future self‐guides and intended effort and actual grades, including a consistently positive relationship between the ideal self and the criterion measures. The findings also confirm the multisensory dimension of future self‐guides, suggesting the importance of a broad imagery capacity (including both visual and auditory components) in the development of individuals’ future self‐identities. Finally, the ideal‐self images associated with different languages were shown to form distinct L2‐specific visions, which has various implications for future research with regard to the potential positive or negative interaction of these self images.
Bibliographie:istex:CFE51525B9E643E16C660A52B7CB156E98303AF6
ark:/67375/WNG-XG3FM38G-0
ArticleID:LANG12005
SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:0023-8333
1467-9922
DOI:10.1111/lang.12005