Abstract
This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.
Highlights
LITERATURE REVIEWSecond language motivation is one of the critical learner variables that considerably influence the success of second language (L2) learning (Dörnyei, 2014)
It can be seen that there is no significant difference in the level of their L2 Motivational Self System (L2MSS) (p = 0.624 > 0.05), Ideal L2 Self (p = 0.753 > 0.05), and L2 Learning Experience (p = 0.202 > 0.05) before the experiment between the experimental group (EG) and the control group (CG)
This study examined the effect of Production-Oriented Approach (POA)-based model on L2MSS of Chinese university English majors from a Dynamic Systems Theory (DST) perspective
Summary
LITERATURE REVIEWSecond language motivation is one of the critical learner variables that considerably influence the success of second language (L2) learning (Dörnyei, 2014). In light of the paradigmatic and theoretical shortcomings in the early approaches, a dynamic and non-linear approach has been increasingly called for since the beginning of the new millennium (Dörnyei et al, 2015; Wang et al, 2017) Corresponding to this call are some theoretical efforts, such as the second language (L2) motivational self system (L2MSS) (Dörnyei, 2005). DST recommends exploring the interactive relationship between systemic development and situational context from a non-linear lens (LarsenFreeman, 2015; Hiver and Papi, 2019). This suggestion echoes the person-in-context position that L2 motivation should be understood in tandem with specific situations (Dörnyei and Ushioda, 2011). The present effort to explore L2 motivation from the DST perspective is mainly at a theoretical level and inadequate in empirical studies (Waninge et al, 2014)
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