Conceptualising the actual L2 self into the L2 motivational self system

Abstract

L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), this study gathered picture-drawings that captured the L2 selves of 179 Chinese secondary year one English as foreign language learners from diverse instructional contexts, the majority of whom were 13 years old. Classroom observations, stimulated recall interviews, and semi-structured interviews were then conducted among 18 focal participants in one academic year to investigate their L2 selves and the contextual influences on their L2-self perceptions. The findings indicate that students’ actual L2 selves mainly consist of (i) English competence; (ii) identity; and (iii) attitudes towards English learning. The construction of the actual L2 selves vary across diverse learning experiences and instructional contexts. The study discusses the implications for theorising the actual L2 self and ways to support L2 learners by fostering the development of their actual L2 selves.