Examining the impact of L2 English on L3 selves: A case study

By Alastair Henry. 2011

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b02dbbe0a32ed856226470b2f26068720c48f870

How researchers see this paper

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

In Developmental and Educational Psychology

1. Mostafa Papi
2. Ali H. Al-Hoorie
3. Letty Chan
4. Y. Teimouri
5. Z. Dörnyei
6. Alastair Henry
7. D. Lasagabaster
8. C. Cliffordson

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Mostafa Papi
3. Y. Teimouri
4. D. Lasagabaster
5. Z. Dörnyei
6. Letty Chan
7. Alastair Henry
8. C. Cliffordson

In Literature and Literary Theory

1. Mostafa Papi
2. D. Lasagabaster
3. Ali H. Al-Hoorie
4. Y. Teimouri
5. Letty Chan
6. Z. Dörnyei
7. Alastair Henry
8. C. Cliffordson

Citations in the corpus

• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “…English represents the L2 such as Hungary (Dörnyei, 2010; Dörnyei et al., 2006), China, Japan and Iran (Ryan, 2009; Taguchi et al., 2009), the present study was undertaken in an officially bilingual context in which English is the L3, which may have an impact on students’ self system (Henry, 2011).”
• Motivation, Gender, and Possible Selves (2013, methodology): “Our assumption is thus that the multilingual learner has distinctly different ideal language-speaking/using selves for each language being learnt (Henry, 2010b, 2011).”
• Language Learner Motivational Types: A Cluster Analysis Study (2014, methodology): “Although Henry (2011) and Hiromori (2009) employed this technique to form clusters of learners, Henry did not explain what kind of motivational variables were used for the analysis, and Horimori used predecisional task-based factors (e.g., the value a learner attaches to a given task and the…”
• Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, methodology): “Further information supporting this claim has recently been provided in two studies by Henry (2010, 2011), whose results also suggest the presence of independent L2 selves.”
• Sixty Years of Language Motivation Research (2017, unknown): “Similarly, research by Henry (2010, 2011) also suggests that learners of different languages possess separate self-concepts and that the motivation to learn English can deplete the working selfconcept, thus disadvantaging LOTEs.”
• The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation (2015, background): “Common to a number of qualitative approaches used by researchers with an interest in people’s conceptions of language learning and use—for example, Moment Analysis (Li, 2011), Interpretive Sequential Analysis (Samata, 2014), and Interpretive Phenomenological Analysis (Henry, 2011)—is the understandi”
• The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “Findings by Henry (2010, 2011) also show that learners of different languages seem to possess separate self-concepts and that the English self-concept functions as a normative referent for the other L2 self-concepts.”