Abstract
The main purpose of the present study was to investigate the relationship between L2 motivational self system and self-regulated learning strategies of Iranian L2 lower-intermediate and upper-intermediate learners. To this end, correlation analysis and regression analysis were implemented. The results of the correlation analysis showed that among the components of L2 motivational self system, ideal L2 self and criterion measure were correlated significantly with SRL strategies. Also, attitude and integrativeness showed significant relationships; however, to a lesser degree with SRL strategies. In contrast, ought-to L2 self showed no significant relationship with SRL strategies. It was also confirmed that Iranian L2 learners were highly affected by the visualization of their own desired self than the visualization of their obliged self in their quest of L2 learning. The results of the regression analysis showed that criterion measure was the strongest predictor of SRL strategies. At the second place, the ideal L2 self was the other predictor of SRL strategies. Finally, in order to investigate if there were any differences in the mean scores of L2 motivational self system and SRL strategies between Iranian L2 upper-intermediate and lower-intermediate learners, an independent samples t test was run. The results of the independent samples t test confirmed that Iranian L2 upper-intermediate learners with higher level of L2 competence were stronger at their L2 motivational self system: They possessed more intended learning effort, stronger visualization of their ideal L2 selves, and higher levels of attitude and integrativeness. They were also better at implementing different levels of SRL strategies. DOI: 10.5901/mjss.2016.v7n3p404
Highlights
The growing interest on second language (L2) motivation as an unavoidable issue which affects education, especially language learning, has made linguistics and psycholinguistics do a large number of research on L2 motivation during centuries
L2 motivational self system (Dörnyei, 2010), as a new motivation construct, builds upon the foundation laid by Gardner (1985) and “at the same time, broadens the scope of the theory to make it applicable in diverse language learning environments in our globalized world” (p. 75)
While the questionnaire contains a large number of items measuring many latent variables, for the main purpose of this study, three main components of L2 motivational self system along with some variables which correlated highly with the main components were employed: 1. Ideal L2 self (Į=.81): Six items concerned with the first key component of L2 motivational self system, that is, L2-specific facet of one’s ideal self
Summary
The growing interest on second language (L2) motivation as an unavoidable issue which affects education, especially language learning, has made linguistics and psycholinguistics do a large number of research on L2 motivation during centuries. L2 motivational self system (Dörnyei, 2010), as a new motivation construct, builds upon the foundation laid by Gardner (1985) and “at the same time, broadens the scope of the theory to make it applicable in diverse language learning environments in our globalized world” The second component, ought-to L2 self, regarding the attributes individuals believe they ought to possess in order to avoid possible negative outcomes. Such perceived duties, external expectations, and obligations, which are imposed by external factors such as parents, peers, or environment, may bear little resemblance to the individual’s own desires and wishes. The last complementary component, L2 Learning experience, concerning situation-specific motives related to the immediate learning environment and experience such as the positive impact of success or the enjoyable quality of a language course for an L2 learner
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