2. The L2 Motivational Self System

By Z. Dörnyei. 2009

1,051 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3bf25d03bb9e9ce7924375540dd4e7c4afcec857

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Mostafa Papi
3. Y. Teimouri
4. Z. Dörnyei
5. D. Lasagabaster
6. M. Lamb
7. Kata Csizér
8. Phil Hiver

In Literature and Literary Theory

1. Mostafa Papi
2. Y. Teimouri
3. Ali H. Al-Hoorie
4. D. Lasagabaster
5. Z. Dörnyei
6. M. Lamb
7. Alastair Henry
8. Phil Hiver

Citations in the corpus

• The interplay of possible language teacher selves in professional development choices (2013, background): “…grew out of work in mainstream psychology on the self and motivation theory, they have now become prominent in the literature on L2 motivation (e.g. Dörnyei, 2005, 2009, 2010; Dörnyei & Ushioda, 2011) and have even begun to advance into the field of language teacher motivation as well (e.g.…”
• Motivation, Gender, and Possible Selves (2013, methodology): “For researchers working in the possible selves paradigm (Dörnyei, 2009a), the role of gender needs to be more closely considered.”
• Language learning motivation, self and identity: current theoretical perspectives (2011, methodology): “Building on these findings, Dörnyei (2005, 2009) developed his new framework of the L2 Motivational Self System, which draws on the psychological theory of possible selves.”
• Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “…to be theorised in terms of integrative and instrumental orientations (Gardner 1985, 2001), but it has been recently conceptualised in terms of the L2 Motivational Self System (L2MSS) (Dornyei 2009) which has become one of the dominant models in L2 motivation research (Boo, Dörnyei, and Ryan 2015).”
• Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “In other words, future self-guides need to be equipped with appropriate behavioral strategies in order to facilitate goal attainment (D¨ornyei, 2009; Oyserman, 2008; Oyserman, Bybee, & Terry, 2006).”
• The dynamic nature of motivation in language learning: A classroom perspective (2012, methodology): “This is because, on the one hand, it set out to capture the learners’ reasons for learning English, adopting as a point of reference the theory of L2 motivational self system (Dörnyei, 2009; Dörnyei & Csizér, 2002), to explore the modifications these motives undergo over time, and to gauge the exten”
• ACADEMIC BUOYANCY (2018, background): “The Ideal L2 Self The L2 Motivational Self System (Dörnyei, 2005, 2009) has generated “an exceptional wave of interest” (Dörnyei & Ryan, 2015, p. 91), primarily because of the ideal L2 self’s strong association with intended effort (e.g., Al-Hoorie, 2016a, 2016b, 2017; Dörnyei & Chan, 2013;…”