Abstract
Examining the reasons for the increasing number of Iranians learning German and creating of a first theoretical basis for that is the subject of this paper. In this regard, 370 Iranian learners of German from the German Language Institute in Tehran were questioned and their motivations were studied mainly based on the theory of “L2 Motivational Self System” (L2MSS). Investigating this research related to the psychological concept of “possible selves” and comparing it with the results of research conducted in the learning of English indicates that the motivation for learning German has a significant relationship with the components of the L2MSS, namely, L2 Ideal Self, L2 Ought-to Self, and L2 Learning Experiences. The achievement of this research can be effective in adopting foreign language policies in formal and informal educational areas in Iranian learning context.
Highlights
Researchers in the field of Second Language Acquisition (SLA) have identified various components as a “factor complex” which affect language learning process, and based on them, various theories have been presented (Edmondson & House, 2000, p. 27)
The motivation for learning English has been studied on the basis of Dörnyei's theory in Iran, as described very briefly in capital 2.2., this topic has not been explored in the learning of German as Foreign Language (DaF) yet
The research questionnaire consisted of four sections: a section collecting background information, a section dealing with second language motivation, another on communication with the German language, and the last section dealt with direct questions about the motivation for learning the German language
Summary
Researchers in the field of Second Language Acquisition (SLA) have identified various components as a “factor complex” which affect language learning process, and based on them, various theories have been presented (Edmondson & House, 2000, p. 27). Researchers in the field of Second Language Acquisition (SLA) have identified various components as a “factor complex” which affect language learning process, and based on them, various theories have been presented The motivation for learning English has been studied on the basis of Dörnyei's theory in Iran, as described very briefly in capital 2.2., this topic has not been explored in the learning of German as Foreign Language (DaF) yet. The research questions that drove the study were formulated to investigate 1) whether the connection between the acquisition of German language and the definition of “possible” features of the individual among learners of German language exists; 2) whether there is a meaningful relationship between the components of the L2MSS and other important motivational variables like instrumental and integrative motivation. As reviewing the afore-mentioned subject theme requires more accurate understanding about the concept of L2 Motivation, and more knowledge surrounding context of DaF in Iran, the paper sets to very short overview the previous studies since 1950s and introduce the L2MSS
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