Don't tell me what to do! The anti-ought-to self and language learning motivation

Abstract

Drawing on Complex Dynamic Systems Theory (CDST), this study explores the motivational profiles of two L1-English-speaking advanced language learners of Chinese and Arabic. Through narrative inquiry, this study investigates the dynamic nature of each learner's language learning journey. Data were collected via interviews, which took place in informal environments. The interview instructions encouraged participants to tell their language learning story; there was no prompting of the “motivation” theme on the part of the interviewer; however, there was a focus on the implications of the “other” dimension (external influences, such as specific individuals and contexts). As such, this study examines the dynamicity of the potentially synergistic relationships of the ought-to and anti-ought-to selves. The main findings show that the anti-ought-to self has a “dominant” relationship with the context, in contrast to the “submissive” relationship of the ought-to self; the findings also illustrate the dynamicity of the psychological aspects of self, as these selves fluctuate throughout the language learning experience. Implications of this study include the importance of language educators understanding the relationship of the context to motivational development and change. The results also indicate that the anti-ought-to self could be the missing link to explanatory value of the L2MSS.