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A comparison of the L2 motivational self system between Chinese EFL and ESL learners

  • Zhang Jianying

    ZHANG Jianying is a lecturer in the Department of English at Dalian Neusoft University of Information. Her research interests lie within second language acquisiton and foreign language teaching.

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Published/Copyright: September 16, 2016
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Abstract

This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that Dörnyei’s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.


(Copyedited by Duncan Sidwell & Ding Yanren)


About the author

Zhang Jianying

ZHANG Jianying is a lecturer in the Department of English at Dalian Neusoft University of Information. Her research interests lie within second language acquisiton and foreign language teaching.

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Published Online: 2016-9-16
Published in Print: 2016-9-1

© 2016 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

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