Abstract
Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.
Highlights
Research on second language motivation has been largely influenced by Dörnyei’s (2005, 2009) comprehensive theoretical construct, the L2 Motivational Self System (L2MSS)
Dörnyei (2005, pp. 105-106) establishes three dimensions in this theoretical model: ‘Ideal L2 Self’, which refers to a learner’s goals and aspirations as a language learner, ‘Ought-to L2 Self’, which refers to the personal characteristics a language learner believes he or she ought to avoid for negative results, and ‘L2 Learning Experience’, which refers to specific aspects related to the language learning environment
Students’ visualisation of TED speakers’ way of communicating allowed them to observe and analyse their multimodal way of communicating, and the multimodal intervention that focused on different influential role models may have enhanced their possible selves
Summary
Research on second language (or L2) motivation has been largely influenced by Dörnyei’s (2005, 2009) comprehensive theoretical construct, the L2 Motivational Self System (L2MSS). An increasing body of research has brought into focus the relationship between L2 motivation and vision (Dörnyei et al, 2016; Dörnyei & Kubanyiova, 2014; Safdari, 2019) and L2 motivation and imagery (Dörnyei & Chan, 2013; Munezane, 2013; Shen, 2010) These studies offer robust empirical evidence about the facilitating role that self-enhancement activities, including visuals and guided imagery, have on students’ involvement and commitment in learning a second language
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
