Exploring Motivational Profiles Through Language Learning Narratives

Thompson, Amy S.; Vásquez, Camilla

doi:10.1111/modl.12187

Cited by 81 publications

(79 citation statements)

References 42 publications

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“…More often than not, the topic of nonnativeness in FL teacher research has been connected to levels of proficiency. In their exploration of how Spanish teaching assistants’ identity changed over time, Thompson and Fioramonte () reported that these teachers had to wrestle with native‐speaker stereotypes associated with pronunciation, which in turn influenced perceptions of them as teachers with advanced pedagogical abilities (see also Thompson & Vasquez, , who investigated how FL teachers overcome considerable obstacles). Within K–12 settings, FL teachers, too, have had to grapple with proficiency benchmarks required for K–12 world languages educators—benchmarks that are often tied to licensure attainment.…”

Section: Nnest Identity Researchmentioning

confidence: 99%

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

Wolff

Costa

2017

The Modern Language Journal

186

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This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers‐in‐training and nonnative English‐speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first year in a U.S. MATESOL program. Furthermore, we investigated the impact emotions had on her overall teacher identity development and how her growth as an educator was evident in her use of strategies. Following past research that viewed teacher emotions through a narrative lens (e.g., Barkhuizen, Benson, & Chik, ; De Costa, ), we created Puja's ‘story’ by analyzing data sources that included interviews, teaching observations, journal entries, and stimulated verbal and written reports. Our narrative construction focuses on the reflexive relationship between Puja's emotions and her subsequent identity development. While we acknowledge that emotional tensions are part of teachers’ identity development (and potentially more so for NNESTs), Puja largely navigated emotional challenges in a positive manner. The article concludes with a call for new pedagogical models that help teachers develop their reflexivity and negotiate potential emotion‐related challenges they might encounter.

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Section: Nnest Identity Researchmentioning

confidence: 99%

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

Wolff

Costa

2017

The Modern Language Journal

186

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“…More recently, Thompson and Vásquez () proposed an additional dimension to the psychological aspect of the L2MSS: the anti‐ought‐to self. Inspired by psychological reactance (Brehm, ), this aspect of self is also influenced by external factors; however, unlike individuals who have a strong ought‐to self, those with a strong anti‐ought‐to self are motivated to do the opposite of what external pressures demand.…”

Section: Review Of Literaturementioning

confidence: 99%

Contextualizing Attitudes Toward Pronunciation: Foreign Language Learners in the United States

Huensch

Thompson

2017

Foreign Language Annals

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While previous work has shown a relationship between pronunciation attitudes and pronunciation performance, the connection between language learning motivation and pronunciation attitudes has been underexplored. This study investigated the relationship between 195 foreign language learners’ attitudes toward pronunciation, the foreign languages studied, extramural language activity, and motivation. With an online three‐part survey, information was collected about their language learning backgrounds; their ideal, ought‐to, and anti‐ought‐to selves (Dörnyei, 2009; Thompson & Vásquez, 2015); and their attitudes toward pronunciation (Elliott, 1995a). The results from an exploratory factor analysis on the pronunciation items indicated a three‐factor solution: lack of native speaker bias, importance of improving pronunciation, and importance of communication/skills other than pronunciation. There were significant group differences for class level and extramural language activity regarding learners’ perceived importance of improving pronunciation: Learners in upper‐level classes as well as learners who participated in extramural language activity placed a higher importance on improving pronunciation. The results also indicated positive relationships between positive attitudes toward pronunciation and the ideal self, and between the desire to improve pronunciation and the anti‐ought‐to self. The findings have implications for the selection of materials and instructional approaches.

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“…Qualitative inquiry offering a contextualized picture of learners' experiences and beliefs associated with the development of the ought-to self is also scarce. In explaining the ambivalent role of the ought-to dimension, researchers have suggested that variations of sociocultural contexts may contribute to differing perceptions of social expectations (Kim & Kim, 2012;Taguchi et al, 2009); moreover, the diverse conceptualization of the ought-to L2 self has led to calls for not only the reconceptualization of this core construct, but also a reexamination of the L2MSS framework itself (Hessel, 2015;Lanvers, 2016;Thompson & Vásquez, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…14, No. 2, Summer 2017, 244-261 246 reconceptualization of this core construct, but also a reexamination of the L2MSS framework itself (Hessel, 2015;Lanvers, 2016;Thompson & Vásquez, 2015). …”

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confidence: 99%

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

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This paper explores the interplay of Taiwanese adolescent English learners' motivational selves and their parents' expectations, with a special focus the identified perceptions of both teenage leaners and their parents towards English learning as a duty and obligation. Using the L2 Motivational Self System (L2MSS, Dörnyei, 2009), the qualitative study foregrounds the cultural and relational aspects of the self system in understanding language learning motivation. Results from semi-structured interviews suggest that parental expectations of children's English learning exhibit a duality characterized by the hope that their children will become successful members of the globalized world and a belief that English learning is a basic responsibility for their children. Adolescent language learners' and their parents' actual selves, including their identification with societal roles and social obligations, mediate between parents' investments in their children's English education and teenage learners' perceived obligations to meet parental expectations. The paper concludes by suggesting further research on parental expectations and the development of global selves, and on the synergized effect of language learners' actual selves and future self-guides in motivating language learning.Keywords: EFL, L2 Motivational Self System, obligations, parents, adolescents IntroductionOver the past decade, research into second language (L2) motivation has focused its inquiries on language learners' self-concepts in order to understand motivational dispositions (Dörnyei & Ryan, 2015;Dörnyei & Ushioda, 2011). Studies based on the L2 Motivational Self System (L2MSS, Dörnyei, 2009), for example, have investigated learners' relationships with their imagined future selves, discrepancies between future and current selves, and the generation of motivation. The fundamental hypothesis of the L2MSS is that language learners' imagined future selves, together with their L2-related visions, energize their learning behaviors. More specifically, if an individual wants to interact confidently with international others, the identity of a fluent L2 user can act as a powerful motivator to reduce the gap between their here-and-now present-self state and their ideal end state.In a Confucian-influenced society such as Taiwan, language learners' motivation to learn English is further complicated by pressure to honor one's family and show filial piety (Chen, Warden, & Chang, 2005;Warden & Lin, 2000). Recognizing the importance of English proficiency to educational success and social mobility, parents in Taiwan allocate a significant portion of household expenditure to their children's English learning. The formation or development of Taiwanese teenage learners' identities in learning English, therefore, may be simultaneously influenced by the self-images they hold in imagined Hung-Tzu HuamgThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 244-261 245 future contexts and the culturally endorsed values of studying English as a duty and obligation to th...

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Exploring Motivational Profiles Through Language Learning Narratives

Cited by 81 publications

References 42 publications

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

Contextualizing Attitudes Toward Pronunciation: Foreign Language Learners in the United States

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

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