L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS

This study has aimed to investigate language learners’ emotional experiences through the lens of L2 future self-guides. To that end, the L2 motivational self system was chosen as the theoretical framework to relate learners’ emotions to their L2 selves. However, due to inconsistent results of past r...

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Bibliographic Details
Published inStudies in second language acquisition Vol. 39; no. 4; pp. 681 - 709
Main Author Teimouri, Yasser
Format Journal Article
LanguageEnglish
Published New York, USA Cambridge University Press 01.12.2017
CAMBRIDGE UNIVERSITY PRESS
Subjects
Construct Validity
Educational Change
Emotional Response
Emotions
Instructional Materials
Language acquisition
Learning Experience
Learning Motivation
Motivation
Positive Attitudes
Researchers
Resistance (Psychology)
Second Language Learning
Self Concept
Studies
Validity
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Summary:This study has aimed to investigate language learners’ emotional experiences through the lens of L2 future self-guides. To that end, the L2 motivational self system was chosen as the theoretical framework to relate learners’ emotions to their L2 selves. However, due to inconsistent results of past research concerning the motivational role of the ought-to L2 self, a revision of the model is proposed, discussed theoretically, and tested empirically. The results revealed a trichotomous model of L2 selves—ideal L2 self, ought-to L2 self/own, and ought-to L2 self/others—with distinct motivational profiles. Furthermore, different types of L2 self-discrepancies were found to result in different emotional reactions on the part of L2 learners. Overall, the study provides a clearer picture of L2 learners’ emotions and their motivation in second language acquisition.
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ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263116000243