Forming a clearer image of the ideal L2 self : The L2 Motivational Self System and learner autonomy in a Japanese EFL context
Forming a clearer image of the ideal L2 self : The L2 Motivational Self System and learner autonomy in a Japanese EFL context
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形成更清晰的理想第二语言自我形象：日本英语环境中的第二语言动机自我系统和学习者自主性
DOI：
10.1080/17501229.2013.836205
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发表时间：
2013
影响因子：
3
通讯作者：
O.
中科院分区：
文献类型：
--
作者：
Ueki;M.;& Takeuchi;O.
二语动机自我系统的研究在二语习得领域受到广泛关注。以往的研究已经讨论了该系统本身、其基本概念以及它们与各种第二语言学习环境中焦虑等情感变量的关系。这些研究结果表明：(1)对理想的二语自我有一个更清晰的形象可能会促进有动机的二语学习行为；(2)情感变量可以促进或阻碍学习者设想理想二语自我的意愿；(3)该系统对二语学习者自主学习具有理论和教学意义。本研究的目的是在两组日本英语学习者中验证这一系统，这两组学习者的学习环境分别使他们更容易和更难以形成理想的二语自我形象。使用多组结构方程模型对调查数据进行分析。结果表明，所提出的模型拟合两组，但模型中变量之间的关系因组而异。该研究还说明了情感变量（如焦虑、自我效能）和系统基本原则之间的动态相互作用，从而为我们提供了对第二语言学习者自主性的有用见解。
Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy.