A multidimensional view of L2 motivation in southeast Spainthrough the ‘ideal selves’ looking glass

  1. Imelda Katherine Brady 1
  1. 1 Centro Universitario de la Defensa, Universidad Politécnica de Cartagena
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2019

Número: 31

Páginas: 37-52

Tipo: Artículo

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Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

En este artículo se presentan los resultados principales de un estudio empírico en el que se aplica la teoría del Sistema Motivacional del Yo L2 (SMYL2) (Dörnyei 2005, 2009) para analizar la motivación para el aprendizaje de la L2 (inglés) en una muestra de más de 500 estudiantes universitarios en la Región de Murcia, España. De un total de 14 variables incluidas en el estudio, analizamos en mayor detalle el papel (todavía algo ambiguo) del tercer componente del SMYL2—la experiencia de aprendizaje L2—estableciendo una distinción entre experiencias pasadas frente a las experiencias más actuales. El yo ideal L2 resultó ser la variable más influyente de todas las examinadas en relación con las intenciones futuras de los participantes. En lo que se refiere a influencias externas, la variable de instrumentalidad en su dimensión preventiva resultó tener mayor relevancia que un yo L2 deóntico o de obligación. Por último, detectamos cierta negatividad en cuanto a las experiencias pasadas de aprendizaje de inglés además de un nivel bajo de apoyo familiar, aspectos que posiblemente hayan tenido un efecto negativo sobre la competencia comunicativa de la muestra estudiada.

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