Extending the L2 Motivational Self System to the Global EAL Classroom

Autor/inn/en	Abrar-ul-Hassan, Shahid; Nassaji, Hossein
Titel	Extending the L2 Motivational Self System to the Global EAL Classroom
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.241-251 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abrar-ul-Hassan, Shahid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211009314
Schlagwörter	Learning Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Variation; Diversity; Inclusion; Guidelines; Language Teachers; Language Attitudes; Social Change; Individual Characteristics; Student Diversity; Incidence; Sociolinguistics + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; Inklusion; Richtlinien; Language teacher; Sprachunterricht; Sprachverhalten; Sozialer Wandel; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Vorkommen; Soziolinguistik
Abstract	A growing interest has been witnessed in analysing second language (L2) learner motivation in English as an Additional Language (EAL) instruction around the world. Despite extensive scholarship in this area, revisiting learner motivation is warranted due to some unprecedented developments that impact EAL teaching, such as the prevalence of World Englishes, ethno-linguistically diverse classrooms, and the social as well as situated nature of teaching and learning. The aim of this article is to expand on Dörnyei's L2 Motivational Self System framework to inform classroom instruction in globally growing EAL teaching. The expansion entails three sociocultural dimensions in the EAL classroom: diversity, inclusivity, and entitlement. This expanded framework can potentially equip EAL educators to better address the demands of a rapidly changing world. Moreover, the framework can also serve as an impetus for learner success in EAL classrooms and the recognition of their individual characteristics, such as self-regulation, autonomy, and agency, which are highly emphasized in postmodern L2 pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01