L2 Self-Discrepancy, Motivation, and Study Abroad (SA) Contexts: A Case Study of Semester-Long International Exchange Students

Autor/inn/en	Du, Xujia; Jackson, Jane
Titel	L2 Self-Discrepancy, Motivation, and Study Abroad (SA) Contexts: A Case Study of Semester-Long International Exchange Students
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 3, S.207-220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Du, Xujia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1797055
Schlagwörter	Study Abroad; Second Language Learning; Learning Motivation; Self Concept; Correlation; Student Attitudes; Context Effect; Personal Autonomy; Learner Engagement; Exchange Programs; Foreign Students; Foreign Countries; Case Studies; Self Actualization; English (Second Language); Undergraduate Students; China; Canada; Hong Kong + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Selbstkonzept; Korrelation; Schülerverhalten; Individuelle Autonomie; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Ausland; Case study; Fallstudie; Case Study; Self actualisation; Selbstverwirklichung; English as second language; English; Second Language; Englisch als Zweitsprache; Kanada; Hongkong
Abstract	In many theorizations of L2 motivation, the discrepancy between actual and possible L2 selves has been closely associated with motivation generation, and L2 selves are considered as highly interactive with the context. This article centres on the interplay between L2 self-discrepancy, motivation, and context by following two Chinese university students during their semester-abroad programme in Canada. Triangulating data from questionnaires, semi-structured interviews, and guided emails administered before, during, and after their sojourn, this article examined the L2 self-discrepancy and motivational trajectories of the participants in relation to their study abroad (SA) environment. The findings show that the participants' motivational development was closely connected to their perceptions of the fit between their ideal L2 selves and contexts. The cross-case analysis also suggests that SA students may exercise their agency to shape their immediate contexts and facilitate the accomplishment of their ideal L2 selves. Drawing on the findings, suggestions are offered for both home and host institutions to better underpin the L2 engagement and enhancement of international exchange students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01