Motivation, Language Identity and the L2 Self

By Z. Dörnyei, E. Ushioda. 2009

981 citations recorded by the source corpus.

Due to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner’s situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/32731178c3fe6581746f23fcc73b790ad2986876

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Citations in the corpus

‘I can’t … I won’t?’ International students at the threshold of social interaction (2013, background): “Such advantages are also assumed to be associated with high levels of instrumental or extrinsic motivation for international students, particularly in achieving the high levels of language proficiency needed to accomplish successfully their international studies (Dörnyei, 2005; Dörnyei and Ushioda, ”
Language learning motivation through a small lens: A research agenda (2016, positive): “…conceivably wish to update this instrument by incorporating currently prevailing concepts of future possible selves and identity goals (e.g. Dörnyei 2009a; Dörnyei & Ushioda 2009; Murray, Gao & Lamb 2011) to explore their potential associations with learners’ attentional focus and resources.”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “The L2 motivational self-system is one of the most dominant motivational theories, focusing on two competing possible selves: the “ought-to L2 self” and the “ideal L2 self” (Dörnyei, 2009; Dörnyei & Ushioda, 2009).”
Language learning and study abroad (2018, background): “Additional research has suggested that imagination plays an important role in sustaining motivation and motivated behavior; in particular, learners envision their ‘ideal selves’ (Dörnyei 2009) interacting in ‘imagined communities’ of L2 speakers (Kinginger 2004; Anderson 2006; Trentman 2013).”
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…same time, it needs to be investigated how specific aptitudes and other individual characteristics such as various affective and conative variables (Dörnyei & Ushioda, 2009; Moyer, 1999, 2004) as well as identity issues (Caldas & Caron-Caldas, 2002; Cheung, Chudek, & Heine, 2011) mitigate the age…”
Engagement with language: interrogating a construct (2009, background): “Thus, as one would expect, facilitators and impediments of Engagement (Table 4) relate to the above in an even more transparent manner, e.g. self-perception to motivation (Dörnyei, 2009) and power differentials to investment (Norton Peirce, 1995).”