Ideal L2 Selves of Japanese English Learners at Different Motivational Level

Introduction For half a century, Gardner and Lambert’s (1959) theory dominated a central role in second language (L2) motivation and identity study. Through their quantitative research, the researchers proposed that integrativeness, or the intensity of the learner’s desire to be closer to the target community members, determines the degree of L2 acquisition and motivation to learn the target language (Gardner & Lambert, 1959). Recently, however, critical remarks against this theory’s generalizability to the actual English learning contexts have been widely asserted. As many researchers have argued, due to the new role of English as a common global language, the target community with which the learners identify English to is quite obscure (Dornyei & Ushioda, 2009, Lamb, 2004, 2009; Norton, 1997; Shimizu, Yashima, & Zenuk-Nishide, 2004). Also, integration is not a realistic reason for many English as Foreign Language (EFL) learners to acquire English proficiency (Csizer, & Dornyei, 2005a; Dornyei & Ushioda, 2009; Shimizu, et al., 2004; Yashima, 2000, 2009). To fill in such a gap between theory and the actual learning context, Dornyei (2009) proposed a new framework, the L2 Motivational Self System. The uniqueness of Dornyei’s (2009) system lies in shifting the focus of integration to the internal self concept of the L2 learners (Dornyei & Ushioda, 2009). In other words, a learner is motivated when challenged to achieve a desirable self image using the target language, the “ideal L2 self”. Csizer and Dornyei (2005a) explain that this image is the target of integration. While both empirical and theoretical studies support the L2 motivational self system, there are some points that need further consideration related to validity, methodology, and focus of the model. Most of the previous studies on the L2 motivational self system were conducted using quantitative methods. Because identity and motivation is deeply related to individual’s psychology, the new model needs further qualitative insights to demonstrate higher validity. By combining the two methods, not only an analysis from a group-level source, but “thick description” drawn from individuals can be added to understand the dynamic system of motivation. In addition, while motivated learners have received a certain amount of focus, few studies have investigated less-motivated learners. Clearly, in order to add validity and gain a better understanding of the model, a further investigation of English language learners from both quantitative and qualitative approaches is needed.