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RETHINKING L2 MOTIVATION RESEARCH

THE 2 × 2 MODEL OF L2 SELF-GUIDES

Published online by Cambridge University Press:  20 July 2018

Mostafa Papi ,
Anna Vitalyevna Bondarenko ,
Soheil Mansouri ,
Liying Feng  and
Chen Jiang
Mostafa Papi*
Affiliation:
Florida State University
Anna Vitalyevna Bondarenko
Affiliation:
Florida State University
Soheil Mansouri
Affiliation:
Florida State University
Liying Feng
Affiliation:
Florida State University
Chen Jiang
Affiliation:
Florida State University
*
*Correspondence concerning this article should be addressed to Mostafa Papi, 1114 W. Call Street, Florida State University, G129 Stone Building, Tallahassee, FL 32306, United States. E-mail: mpapi@fsu.edu
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Abstract

The present study proposed and tested a revision of the self-guides outlined in the L2 motivational self system (Dörnyei, 2005, 2009). Covering the previous conceptualization and measurement issues, ideal L2 self and ought-to L2 self were bifurcated by own and other standpoints, and reoperationalized based on the fundamental tenets of self-discrepancy theory (Higgins, 1987) and regulatory focus theory (Higgins, 1997). Confirmatory factor analysis supported the fitness of the model and its superiority over three alternative models based on data collected from 257 international students learning English as a second language at a major North American university. Multiple regression results showed that ought L2 self/own was the strongest predictor of motivated behavior. Ideal L2 self/own, ought L2 self/other, and ideal L2 self/other were the next predictors in order of strength. Furthermore, ideal L2 self/own predicted an eager strategic inclination in L2 behavior, whereas ought L2 self/own predicted a vigilant strategic inclination, supporting the core principle of the regulatory focus theory that individuals with different regulatory orientations pursue their goals in qualitatively different manners.

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Type
Research Article
Information
Studies in Second Language Acquisition , Volume 41 , Issue 2 , May 2019 , pp. 337 - 361
Copyright
Copyright © Cambridge University Press 2018 

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Footnotes

We are thankful to the anonymous reviewers and the editors of Studies in Second Language Acquisition, whose constructive reviews and comments significantly contributed to the quality of this work. We would also like to thank the students who participated in this study.

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