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The Dynamics of L2 Self and L2 Learning Motivation: A Qualitative Case Study of Korean ESL Students

김태영
한국영어교육학회 (Korea Association Of Teachers Of English)|2009.09|영어교육 (English Teaching)|제64권 제3호|pp. 133-154|DOI 10.15858/engtea.64.3.200909.133

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참고문헌

키워드

activity theoryideal L2 selfL2 learning motivationL2 motivational self systemgoalought-to L2 selfmotiveSCT
주제분류영어와문학

초록

This paper links Vygotskian sociocultural theory (SCT) and activity theory (Tae-Young Kim, 2007, 2009; Vygotsky, 1978, 1987) to Dörnyei’s (2005, 2009) second language (L2) motivational self system. Since the majority of L2 motivation research has focused on quantitative data, an in-depth investigation of L2 learning motivation from a qualitative research orientation seems necessary. By analyzing interview data obtained from four Korean adult English as a second language (ESL) students, this paper focuses on the interface between SCT-based L2 motivation theory and L2 motivational self system. The participants were on short-term visas and lived in Toronto for approximately 10 months to learn English. The findings of the study suggest that 1) in order to facilitate L2 learners’ ESL learning, students’ ought-to L2 self needs to be internalized by the learners and transformed into their ideal L2 self, and 2) only when students’ initial L2 learning motive is integrated with specific learning goals and their sense of participation does L2 learning motivation emerge. It is argued that SCT can be applied to Dörnyei’s L2 motivational self system, and this will produce more robust L2 motivation theory having ecological validity.

Abstract

This paper links Vygotskian sociocultural theory (SCT) and activity theory (Tae-Young Kim, 2007, 2009; Vygotsky, 1978, 1987) to Dörnyei’s (2005, 2009) second language (L2) motivational self system. Since the majority of L2 motivation research has focused on quantitative data, an in-depth investigation of L2 learning motivation from a qualitative research orientation seems necessary. By analyzing interview data obtained from four Korean adult English as a second language (ESL) students, this paper focuses on the interface between SCT-based L2 motivation theory and L2 motivational self system. The participants were on short-term visas and lived in Toronto for approximately 10 months to learn English. The findings of the study suggest that 1) in order to facilitate L2 learners’ ESL learning, students’ ought-to L2 self needs to be internalized by the learners and transformed into their ideal L2 self, and 2) only when students’ initial L2 learning motive is integrated with specific learning goals and their sense of participation does L2 learning motivation emerge. It is argued that SCT can be applied to Dörnyei’s L2 motivational self system, and this will produce more robust L2 motivation theory having ecological validity.

참고문헌 (59)

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