A  Multidimensional  View  of  L2  Motivation  in  Southeast  Spain:  Through  the  ‘Ideal  Selves’  Looking  Glass

Imelda Katherine Brady

doi:10.30827/portalin.vi31.13821

Autores/as

Imelda Katherine Brady

DOI:

https://doi.org/10.30827/portalin.vi31.13821

Palabras clave:

motivación

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 ambi-guo) 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 inten-ciones 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 experien-cias 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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