Ought-to L2 Self and Its Influence on L2 Motivation and Demotivation: A Case of College English Majors
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This paper investigates L2 motivation and demotivation of college English majors in a Korean junior college. The participants’ L2 (de)motivation was explored by the ought-to L2 self, an element of the L2 motivational self system. Data were collected from two rounds of interviews with 59 and 31 students in all four years and analyzed qualitatively. The sources of the ought-to L2 self varied; however, it was a matter of how the participants recognized others’ expectations and pressure (i.e., manageable or beyond control). It was also relevant to how they comprehended and internalized these external influences for their L2 learning and (de)motivation. The findings indicate that the ought-to L2 self could be a contributing factor in sustaining L2 motivation and exerting effort. Finally, this paper calls for more needs to ensure and promote personalized and meaningful L2 learning for college English major students.
Abstract
This paper investigates L2 motivation and demotivation of college English majors in a Korean junior college. The participants’ L2 (de)motivation was explored by the ought-to L2 self, an element of the L2 motivational self system. Data were collected from two rounds of interviews with 59 and 31 students in all four years and analyzed qualitatively. The sources of the ought-to L2 self varied; however, it was a matter of how the participants recognized others’ expectations and pressure (i.e., manageable or beyond control). It was also relevant to how they comprehended and internalized these external influences for their L2 learning and (de)motivation. The findings indicate that the ought-to L2 self could be a contributing factor in sustaining L2 motivation and exerting effort. Finally, this paper calls for more needs to ensure and promote personalized and meaningful L2 learning for college English major students.
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