Intercultural learning and Dörnyei's L2 motivational self system : a study on the relationship between the learning situation and the ideal and ought-to L2 selves

Abstract

Changes are measured regarding Spanish secondary EFL learners’ visualisations of their ideal and ought-to L2 selves as a result of the learning situation, which was being exposed to a class-based intercultural learning intervention (chosen owing to its connection to integrativeness in contemporary terms). Despite it being expected that strength of ideal L2 self visualisations would increase while ought-to visualisations would likely remain static, results showed that both ideal self and ought-to self visualisations were high pre-test, and fluctuated minimally overall after the intervention for the experimental group.

Se miden las diferencias entre los estudiantes de secundaria que tienen inglés como ILE en base a si su motivación se relaciona con los conceptos psicológicos más amplios del ideal del futuro o con el deber de uno mismo, basado en una intervención de aprendizaje intercultural. A pesar de que se esperaba que el fortalecimiento de las motivaciones ideales de L2 supusiera un aumento mientras el deber obligatorio permanecía estático, los resultados muestran que tanto las motivaciones ideales como las expectativas eran altas antes de la prueba y en general fluctuaron mínimamente después de la intervención con el grupo experimental.