Motivations of Second Language Learning: Application of L2 Motivational Self System in the EFL Classroom

Abstract

Second language (L2) motivation as a factor that facilitates effective language learning has been the focus of research in the field of second language teaching and learning. Particularly for EFL learners, L2 motivation may draw a crucial impact on their learning outcomes. Employing Dörnyei’s second language motivational self system (L2MSS) as the theoretical framework, this paper explored the influence of learners' L2MSS on their second language learning achievements by reviewing and discussing three current empirical studies and evaluating the application of L2MSS in the EFL classroom. This paper finds that ought-to L2-self drew a more intensive impact on learners’ L2 learning outcomes than the ideal L2-self. However, the ideal L2-self made a direct contribution to learners’ learning intentions. The application of the second language self system in EFL classrooms is worth being encouraged to assist second language teachers be more effective in enhancing learners’ L2 motivation to learn second language, leading to better learning outcomes and higher achievements.