خلاصة:
Motivation for learning a new language is both self and time-oriented. The language learner’s motivation experiences gradual fluctuation over time and the view of oneself is different on each timescale of the study. Interaction among different timescales throughout the Second Language Development (SLD) is a novel area of investigation (de Bot, 2015). In order to probe this interactive nature, the present study tried to examine the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. To this end, a group of university students were surveyed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The results revealed different manifestations of components of L2 Motivational Self System (L2MSS) over different timescales of the study. Apart from this evolutionary manifestation of L2MSS components, ANNOVA results revealed significant difference between scores of each individual component among all three timescales. In sum, results of the study confirmed temporal and visionary variation in participants’ motivation. Finally, some implications were driven from the findings of the study.
ملخص الجهاز:
Iranian EFL Learners’ Motivational Fluctuation in Task Performance over Different Timescales* Hadi Yaghoubinejad** PhD candidate, Department of Foreign Languages, University of Isfahan Ahmad Moinzadeh Associate professor, Department of Foreign Languages, University of Isfahan (Corresponding author) Hossein Barati Assistant professor, Department of Foreign Languages, University of Isfahan Abstract Motivation for learning a new language is both self and time-oriented.
In order to probe this interactive nature, the present study tried to examine the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales.
Although past research on L2 motivation has investigated the role of different factors, such as L2 identity (Ushioda & Dörnyei, 2009), L2 imagery (Dörnyei & Chan, 2013), L2 possible selves (Sakeda & Kurata, 2016; Yang, 2012), L2 self-concept (Mercer & Williams, 2014), and even L2 task motivation (Mozgalina, 2015), less attention has been paid to the combination of these factors along with the role of time and tasks in language learners’ motivation.
Distinct L2-specific visions were reported to be formed for the ideal-self-images associated with different languages studied (Dörnyei & Chan, 2013).
Finally, since the main purpose of the study concerned finding significant difference among learners’ ideal, ought-to, and L2 learning experience selves on task performance and overall educational semester, the major part of the analysis contained repeated measures ANNOVA.
A partial support for this finding can be found in Yaghoubinejad, Zarrinabadi, and Ketabi’s (2016) and Csizér and Kormos’s (2008) study in which ideal L2 self and English learning attitudes were reported as learners’ main motivational elements.