The L2 motivational self system: Differences among learners

Sažetak: Due to globalization the English language has become the world's lingua franca and this has affected language policies. According to Graddol (2006), as an increasing number of countries have been implementing English as a mandatory subject in primary schools, English has come to be viewed as a basic educational skill. One of the areas of language research which has been influenced by these changes is second language (L2) motivation. Dörnyei (2005) has argued that research with regard to L2 motivation needs to adopt a two-tier approach, one for the study of English and another for the study of other languages. Dörnyei (2005, 2009) has suggested a new L2 motivation framework that takes into consideration the role of English as a world language, namely, the L2 Motivational Self System (L2MSS). The L2MSS includes the concepts of possible selves and future self-guides, and is comprised of the ideal L2 self and ought-to L2 self, as well as aspects of instrumentality. The present study examined English language learning motivation among Croatian university students using this new framework (L2MSS) by taking into consideration various learner differences. The results indicated that length of studying English did not significantly affect the motivational disposition of students; however, higher levels of L2 motivation, a stronger ideal L2 self, and pragmatic motives related to career success were found among students with higher grade levels. Differences were also found among fields of study with biotechnical students showing the lowest levels of L2 motivation. While controlling for grade levels, gender differences were found on various motivation variables, including higher levels of intended effort and pragmatic motives related to avoidance of negative outcomes among females, while males showed higher levels on the ideal L2 self scale.