7. International Posture and the Ideal L2 Self in the Japanese EFL Context

By T. Yashima. 2009

307 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/88ea857a8c5d0672b15a4ec3d7c16361ce540784

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Citations in the corpus

The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time. (2011, background): “Rather, it is conceived of more broadly as an openness and respect for the L2 speaking community (Dörnyei, 2005), or as in the case of English, as an interest in becoming a member of a global English speaking community (Lamb, 2004, 2009; Yashima, 2009).”
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).”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “A series of studies on international posture shows that positive attitudes toward English as a way to communicate with people from other countries are consistently associated with higher levels of WTC (Yashima, 2002, 2009; Yashima et al. 2004).”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “In other studies, the students’ attitudes toward the target community have been seen as contributing to either their “integrative motivation” (Hernández, 2006) or their “international posture” (Yashima, 2009; Yashima et al., 2004), which then in turn infl uenced motivation in general, which led to a”
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): “These studies have lent univocal support to a positive relationship between the ideal L2 self and L2 WTC in the classroom (Peng, 2015; Safdari, 2019; Yashima, 2009).”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, methodology): “…consent, and a questionnaire was administered to assess 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…”
Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Previous research on L2 motivation has highlighted the facilitating role of international posture in non-Anglophone learners’ L2 English motivation (Lamb 2004, 2009; Kormos and Csizér 2008; Yashima 2009).”