International Posture and the Ideal L2 Self in the Japanese EFL Context (Post-Print version)

By T. Yashima. 2009

155 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c07ea1501c56fa829dc51ae48e184f710c439bf

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Citations in the corpus

The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…justiﬁable at the current age of globalization and in the light of emerging conceptualizations of identity (e.g., Lamb, 2009; Segalowitz et al., 2009; Yashima, 2009); relatable to other major theoretical frameworks in SLA (e.g., Kim, 2009); congruent with other important recent conceptualizations…”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “Therefore, both quantitative and qualitative results lend additional weight to the proposition that EFL students who possess more vivid ideal L2 self images are likely to become more willing to communicate in English in the classroom, a similar result that has been found in other EFL countries (Lee ”
Identity, motivation and autonomy in language learning (2011, background): “Secondly, learners who envision an ideal L2 self will most likely imagine themselves using the language in some social context or target language community (Yashima, 2009).”
The language-learning self, self-enhancement activities, and self perceptual change (2012, background): “Yashima (2009) discusses the benefits of near peer modeling in comparison to the aspiration of becoming a native speaker (another far-removed image), in which learners might function as models for one another; that is, as one another’s future selves.”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “…conceptualizations of identity, especially at the current age of globalization (e.g., Lamb, 2009; Segalowitz, Gatbonton, & Troﬁmovich, 2009; Yashima, 2009); (c) is congruent with other major second language acquisition and L2 motivation theories (D¨ornyei, 2009; Kim, 2009); (d) has the…”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “Since the mid-1990s, SLA researchers have consistently undertaken a similar line of investigation, with a particular focus on the internal (trait-like) nature of L2 WTC (Fallah 2014; Lee, Sylvén, and Lee 2020; MacIntyre et al. 2003; MacIn-tyre and Charos 1996; Yashima 2009).”