6. Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English

By Stephen B. Ryan. 2009

277 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1520ccdbe9f828537b286c4440c89e0a50d50371

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Citations in the corpus

Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “…levels of willingness to communicate (WTC) in English and Japanese (8 items each drawn from Yashima, 2002, 2009) and anxiety (6 items, drawn from Ryan, 2008, 2009) as shown in Appendix 1.2 Anxiety was investigated because its negative influence on WTC has been shown consistently in past…”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, result): “The findings of the extensive research using this model have lent strong support to its validity and applicability (e.g., Csizér & Kormos, 2009; Csizér & Lukács, 2010; Kormos, Kiddle, & Csizér, 2011; Lamb, 2012; Papi & Teimouri, 2012, 2014; Ryan, 2009; Taguchi, Magid, & Papi, 2009).”
Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, methodology): “…and Ushioda 2009, Dörnyei and Ushioda 2011, and especially Dörnyei 2009), which has been widely tested and validated in a number of different countries such as Hungary, Saudi Arabia, China, Japan and Iran (Al-Shehri 2009; Csizér and Kormos 2009; Ryan 2009; Taguchi, Magid, and Papi 2009).”
Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “Several studies have recently been conducted to speciﬁcally test and validate the L2 motivational self system (e.g. Al-Shehri Al-Shehri 2009; Csizér and Kormos 2009; Ryan 2009; Taguchi, Magid and Papi 2009; Papi 2010), and all have strongly conﬁrmed the validity of the proposed framework.”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “…is relatively new, a surprising number of studies that either make direct use of Dörnyei’s model (e.g. Csizér & Kormos, 2009; Csizér & Lukács, 2010; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or adopt a possible selves approach (Henry, 2010; Kim, 2009; Kubanyiova, 2009; Lamb, 2009; White &…”
Language Learner Motivational Types: A Cluster Analysis Study (2014, background): “Many studies have been conducted in recent years that have supported the validity and applicability of the theory in a variety of contexts (e.g., Csiz´er & Kormos, 2009; Papi, 2010; Ryan, 2009; Taguchi, Magid, & Papi, 2009).”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “…models, the L2 Motivational Self System (a) transcends national and culture-speciﬁc boundaries (e.g., Al-Shehri, 2009; Csiz´er & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009); (b) is sufﬁciently compatible with the emerging conceptualizations of identity, especially at the…”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, methodology): “Since the ideal L2 self attained a higher explanatory power of learners’ intended efforts, it can be concluded that the concept of integrativeness can be substituted by the broader concept of the ideal L2 self (Ryan, 2009).”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “Several large-scale studies have already been undertaken to investigate and validate possible future selves constructs in a variety of L2 learning contexts (Japan, China, Iran, Hungary; see Csizér & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009).”
The impact of CLIL on affective factors and vocabulary learning (2015, background): “…research studies have been carried out over the past years to test and validate in different learning environments the ‘L2 Motivational Self System’ (e.g. Csizér & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009), but CLIL has not been considered so far as part of the motivational equation.”
The L2 motivational self system: A meta-analysis (2018, background): “Characteristics of studies included in the meta-analysis Study Samplesize Target language Learner level Learner gender Context Criterion measure Al Qahtani (2015) 257 English University Mixed M. East Intended effort Al-Hoorie (2016) 311 English University Male M. East Mixed Alshahrani (2016) 397 Eng”
Motivation, Gender, and Possible Selves (2013, methodology): “Indeed these languages may share greater similarities with English in other contemporary contexts such as Japan and South Korea, settings where the societal prominence of English is less marked, where it can be regarded as more of a foreign language and where gender differences have been found (Kim,”