The relationship between EFL learners, L2 Motivational Self System (L2MSS), andtheir intended learning efforts
2 thg 7, 2023 | 19:16

The relationship between EFL learners, L2 Motivational Self System (L2MSS), andtheir intended learning efforts

 


AbstractThe researcher will be examining the relationship between EFL learners, L2 MotivationalSelf System (L2MSS), and their intended learning efforts. Motivation is a primary factor inthe learning process. It is a multifaceted and complex construct, which has been consideredthe most significant factor for the second language (L2) learning success by teachers andresearchers. Motivation provides the force to initiate learning an L2 and to sustain thelearning process. It also determines the extent of active and personal involvement in L2learning. The unmotivated students cannot develop L2 skills, who do not have enoughparticipation in their study. The study asserts that without motivation even gifted individualscannot accomplish long-term goals; whatever the curricula and whoever the teachers are. TheIdeal L2 Self represents all the characteristics that a person would like to possess, such astheir desires, wishes, and hopes related to the L2. Thus, a learner with an Ideal Self-image inmind whose L2 proficiency is high will be motivated to try to achieve high ability in the L2.The ideal self is encircling an extensive range of components, including instructiveness, idealL2 self, attitude to L2 community, and instrumentality promotion.Key Words:EFL learners, L2 Motivational Self System (L2MSS), Ideal L2 Self, L2community.


NỘI DUNG:


ContentsContents....................................2Chapter 1..............................................3Introduction...................................................31.1.Background........................................31.2.Problem Statement......................31.3.Research Objectives.....................41.4.Research Questions....................41.5.Significance of the study...................4Chapter 2.....................5Literature Review................5Chapter 3........................................9Research Methodology.............93.1.Research Framework...............93.2.Research Methodology...................93.3.Sample Data....................10References.................11


1.1.BackgroundResearch on language learning motivation started with the theories of Gardner and Lambert[CITATION Gar72 \n\t\l 1033 ], which stressed the importance of attitude and culturetowards language learning. They introduced the integrativeness concept, which correspondsto the wish to learn and integrate more about another cultural community. They gave an ideathat considers the practical value of language learning (i.e., academic and job purposes).Gardner’s social approach and four motivation theories were so influential than most studiesbefore the 1990s adopted this paradigm[ CITATION Dör01 \l 1033 ]. One of the essentialsectors of L2 acquisition is the learning motivation self-system of L2. From the last 21stcentury, the development and expansion of L2 learning motivation have been connected withthe vast clarification of concept “integrativeness” with the help of background knowledge ofglobalization by concentrating on various theories of socio-culture science as well aspersonality psychology. Therefore, L2 students having different performance goals valuelearning outcomes, assess their achievements by comparing themselves with norms, and notto their prior experiences of learning[ CITATION Azi12 \l 1033 ]. Dornyei [CITATIONDör01 \n\t\l 1033 ]proposed a newMotivation Self Systemin 2005, and the theory waslinked to the methods of possible events as well as a future theory of self-discrepancy in thefield of psychology. There are three essential components in the IT field, such as ideal self,L2 Learning Experience, and ought-to self-experience [ CITATION Zol05 \l 1033 ].



 


AbstractThe researcher will be examining the relationship between EFL learners, L2 MotivationalSelf System (L2MSS), and their intended learning efforts. Motivation is a primary factor inthe learning process. It is a multifaceted and complex construct, which has been consideredthe most significant factor for the second language (L2) learning success by teachers andresearchers. Motivation provides the force to initiate learning an L2 and to sustain thelearning process. It also determines the extent of active and personal involvement in L2learning. The unmotivated students cannot develop L2 skills, who do not have enoughparticipation in their study. The study asserts that without motivation even gifted individualscannot accomplish long-term goals; whatever the curricula and whoever the teachers are. TheIdeal L2 Self represents all the characteristics that a person would like to possess, such astheir desires, wishes, and hopes related to the L2. Thus, a learner with an Ideal Self-image inmind whose L2 proficiency is high will be motivated to try to achieve high ability in the L2.The ideal self is encircling an extensive range of components, including instructiveness, idealL2 self, attitude to L2 community, and instrumentality promotion.Key Words:EFL learners, L2 Motivational Self System (L2MSS), Ideal L2 Self, L2community.


NỘI DUNG:


ContentsContents....................................2Chapter 1..............................................3Introduction...................................................31.1.Background........................................31.2.Problem Statement......................31.3.Research Objectives.....................41.4.Research Questions....................41.5.Significance of the study...................4Chapter 2.....................5Literature Review................5Chapter 3........................................9Research Methodology.............93.1.Research Framework...............93.2.Research Methodology...................93.3.Sample Data....................10References.................11


1.1.BackgroundResearch on language learning motivation started with the theories of Gardner and Lambert[CITATION Gar72 \n\t\l 1033 ], which stressed the importance of attitude and culturetowards language learning. They introduced the integrativeness concept, which correspondsto the wish to learn and integrate more about another cultural community. They gave an ideathat considers the practical value of language learning (i.e., academic and job purposes).Gardner’s social approach and four motivation theories were so influential than most studiesbefore the 1990s adopted this paradigm[ CITATION Dör01 \l 1033 ]. One of the essentialsectors of L2 acquisition is the learning motivation self-system of L2. From the last 21stcentury, the development and expansion of L2 learning motivation have been connected withthe vast clarification of concept “integrativeness” with the help of background knowledge ofglobalization by concentrating on various theories of socio-culture science as well aspersonality psychology. Therefore, L2 students having different performance goals valuelearning outcomes, assess their achievements by comparing themselves with norms, and notto their prior experiences of learning[ CITATION Azi12 \l 1033 ]. Dornyei [CITATIONDör01 \n\t\l 1033 ]proposed a newMotivation Self Systemin 2005, and the theory waslinked to the methods of possible events as well as a future theory of self-discrepancy in thefield of psychology. There are three essential components in the IT field, such as ideal self,L2 Learning Experience, and ought-to self-experience [ CITATION Zol05 \l 1033 ].



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