Motivacija za učenje stranih jezika u kontekstu: preispitivanje modela motivacije kod profesionalno orijentisanih učenika engleskog jezika
L2 motivation in context: Rethinking L2 motivation models in professional English language learners

Summary/Abstract: Motivation is a key factor in foreign language learning, which initiates and sustains engagement and often determines success. This study explores which theoretical framework better explains L2 motivation among university students majoring in English Language and Literature: the L2 Motivational Self System (L2MSS) or the 2×2 Model of L2 motivation. The L2MSS includes the ideal L2 self, a vision of oneself as a successful language user, and the ought-to L2 self, shaped by perceived obligations. The 2×2 model builds on this by distinguishing between internal and external regulation within both self-guides. The four self-guides in the 2×2 model are as follows: ideal L2 self/own, ideal L2 self/other, ought L2 self/own and ought-to L2 self/other, capturing whether motivation stems from the learner’s own values or from perceived expectations. Using a quantitative approach, the research employed a structured questionnaire assessing the dimensions of both models and L2 motivation. Hierarchical regression analysis assessed their predictive power. The results show that the ideal L2 self significantly predicts motivation, confirming its central role. However, the ought-to L2 self and the additional dimensions of the 2×2 model did not offer any additional explanatory value. For students with internalized L2 goals and strong professional identities, the simpler L2MSS may be more applicable. The findings suggest that educators who teach professionally oriented learners should help them connect language learning to personal identity, by supporting the development of their ideal L2 selves and enhancing relevance and motivation

• Details
• Contents