A STUDY ON THE IMPORTANCE OF LEARNER IDEAL SELF TO THE SUCCESS IN LEARNING ENGLISH OF THE LEARNERS AT THE BORDER GUARD ACADEMY

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*************************
PHÙNG THỊ PHƯƠNG LAN
A STUDY ON THE IMPORTANCE OF LEARNER IDEAL SELF TO
THE SUCCESS IN LEARNING ENGLISH OF THE LEARNERS AT
THE BORDER GUARD ACADEMY
(Một nghiên cứu về tầm quan trọng của lý tưởng người học đối với sự
thành công trong việc học tiếng Anh tại Học viện Biên phòng)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111

HA NOI – 2015
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*************************
PHÙNG THỊ PHƯƠNG LAN
A STUDY ON THE IMPORTANCE OF LEARNER IDEAL SELF TO
THE SUCCESS IN LEARNING ENGLISH OF THE LEARNERS AT
THE BORDER GUARD ACADEMY
(Một nghiên cứu về tầm quan trọng của lý tưởng người học đối với sự
thành công trong việc học tiếng Anh tại Học viện Biên phòng)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
Supervisor: DR. PHẠM THỊ THANH THÙY
HA NOI – 2015
DECLARATION BY AUTHOR

PHÙNG THỊ PHƯƠNG LAN, hereby certifies that this thesis, which is
entitled “A Study on the Importance of the Learner Ideal Self to the Success in
Learning English of the Learners at The Border Guard Academy”is created from
my original work. I have firmly declared the contribution of others to my thesis
such as data analysis, practical strategies,and all other researches that were
employed or reviewed in my thesis.
This thesis is the result of my own study in the fulfillment of the requirement
for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of
Languages and International Studies, Vietnam National University, Hanoi.
Hanoi, 2015
Phùng Thị Phương Lan
i
ACKNOWLEDGEMENTS
First of all, I wish to express my deepest gratitude to my supervisor, Dr. Phạm
Thị Thanh Thùy,whoseinsightful comments, criticism, direction and kind support were
of great assistance to me in carrying out this study.
My sincere thanks also go to all the lecturers and staff of the Faculty of
Post- Graduate Studies, Hanoi University of Languages and International Studies,
Vietnam National University, Hanoi, for their valuable knowledge and invaluable
guidance and help during my two years of study at the Faculty.
I am also indebted to my colleagues as well as my students at the Border Guard
Academy, who have helped me a lot in my data collection to fulfill this paper.
Last but not least, I would like to express my appreciation to my family for
their understanding and strong encouragement to me throughout the study.
Phùng Thị Phương Lan
ii
ABSTRACT
Drawing on the model L2 Motivational Self System by Dörnyei (2005), this
study explores the importance of the learner ideal self to the success in studying
English of the learners at the Border Guard Academy using survey research

methodology. The participants are 100 freshmen in the Border Guard Academy,
Sontay, Hanoi, where I am working. Two data collection instruments are employed:
questionnaires and individual open-ended interviews. The findings show that the
learner ideal self is the key to success in English studying of the learners at the
Border Guard Academy. Despite the existence of ideal self in the students’ mind,
the number of students with ideal self is still humble, which accounts for the border
officers’ inefficiency in solving English using cases. The study puts forward
practical suggestions to all the academy, the teachers of English and the students
with a view to improving English teaching and learning at the academy. The most
important proposal is disseminating the role of the learner ideal self to their own
success in English studying and the demand for buiding up, maintaining and
motivating the ideal selffor the learners at the Border Guard Academy.
iii
TABLE OF CONTENTS
Table 1: Students’ reasons for studying English Error: Reference source not found
vi
Table 2: Factors affecting students’ motivation in English studying Error:
Reference source not found vi
Table 3: Students’ studying English Error: Reference source not found vi
Table 4: Students’attitude when reaching a goal in English studying Error:
Reference source not found vi
Table 5: Students’attitude when failing to reach a goal in English studying Error:
Reference source not found vi
Table 6: the students’ English results after the first year at the BGA Error:
Reference source not found vi
PART A: INTRODUCTION 1
1. Rationale of the study 1
2. Aim of the study 1
3. Objectives of the study 2
4. Research question 2

5. Scope of the study 2
6. Methods of the study 2
7. Significance of the study 3
CHAPTER 2: METHODOLOGY 21
2.1. Research setting of the study 21
2.1.1. An overview of the research site 21
2.1. 2. English teachers 21
iv
2.1.3. Students and their background 21
2.1.4. The English teaching and learning in The Border Guard Academy 22
2.2.2. Data collection instruments 23
2.2.3. Procedures 25
v
LIST OF TABLES
Table 1: Students’ reasons for studying English Error: Reference source not
found
Table 2: Factors affecting students’ motivation in English studying Error:
Reference source not found
Table 3: Students’ studying English Error: Reference source not found
Table 4: Students’attitude when reaching a goal in English studying Error:
Reference source not found
Table 5: Students’attitude when failing to reach a goal in English studying
Error: Reference source not found
Table 6: the students’ English results after the first year at the BGA Error:
Reference source not found
LIST OF CHART
Students’ interest in studying English 31
\
vi
vii

LIST OF ABBREVIATIONS
M.A: Master of Art
BGA: Border Guard Academy
L2: Second language
viii
ix
PART A: INTRODUCTION
1. Rationale of the study
After more than ten years teaching English, I am still in divided mind as to
why, from the same background and in the same learning circumstances, some
students have succeeded in acquiring a good knowledge of English while others
have failed to achieve even the basic level of it. About 1 year ago, I accidentally
heard one of my student’s mother mentioning the significance of motivation in
general and her son’s ideal self in particular to his success. I immediately came up
with the idea of doing a study of the importance of the Learner Ideal Self to the
Success in Learning English of the Learners at The Border Guard Academy.
It is unarguable that motivation plays an important role in the
learners’success in studying a second or foreign language. Many linguists have
spent their invaluable time studying it. For instance, Dornyei (2001) puts an
emphasis on the teacher’s role of motivating leaners by proposing “teacher skills in
motivating learners should be seen as central to teaching effectiveness”. Spolsky
(1989) also considered motivation as one of the key factors to the learners’ success
in studying a second language. According to him, “The more motivation a learner
has, the more time he or she will spend learning an aspect of a second language” (p.
148). However, the query of how the learner ideal self has effect on English
learning of the learners at the Border Guard Academy still need a careful research to
work out the answer.
2. Aim of the study
The research is done for the purpose of finding out the role of the learner
ideal self in the success in learning English of the learners at the Border Guard

Academy. Depending on the research result, the teachers and learners at the Border
Guard Academy can improve their teaching and learning English to achieve the
success.
1
3. Objectives of the study
The objectives of the study are as follows:
- To examine the kinds of motivation that affect the learners’ success in
English learning of the learners at the Border Guard Academy.
- To examine the extent of effect of learner ideal self on the success in
English learning of the learners at the Border Guard Academy.
- To figure out factors building up the ideal self of the learners at the Border
Guard Academy, and what should be done to maintain and motivate the ideal self of
learners at the Border Guard Academy
4. Research question
In order to achieve the aims and objectives mentioned above, I have designed
the following research question:
- How does learner ideal self affect English studying process of learners at
the Border Guard Academy?
?
5. Scope of the study
Motivation, undeniably, is a wide research area with various trends and
theories related. This study deals with theories of motivation in general, theories of
second/foreign language motivation in particular. However, due to the limited time
and length constraint of a minor thesis, only one aspect of the new trend of
motivation in second/foreign language is profoundly explored – that is learner ideal
self, which belongs to the framework the L2 Motivational Self System built up by
Dörnyei (2005) and developed so far. The subject of the study is the fresh students
only. From the findings of the study, suggestions on how to construct learner ideal
self in English learning and teaching at the Border Guard Academy are provided to
make improvement in English.

6. Methods of the study
2
The study adopts both quantitative and qualitative methods. The former is
used to get data from a great number of participants while the latter is used to gain
more profound insight into the study subject. The tasks involved are according to a
process. First, data for analysis are collected through questionnaires and interviews,
both of which are carried out on the fresh students. Next, data gathered are
analyzed, displayed and discussed. Finally, all comments, remarks,
recommendations and conclusions are made based on the data analyses of
questionnaires and interviews.
7. Significance of the study
The study when finished will be an important contribution to English
learning and teaching at the Border Guard Academy. So far, neither the teachers nor
the students here have paid attention to this temporary trend of second/foreign
language motivation. Therefore, it is supposed to benefit both teachers and learners
in some ways.
First of all, the teachers are provided with the information of motivation in
general and learner ideal self in particular. During their process of teaching English,
together with equipping their students with necessary knowledge of English, they
will exploit the methods to create motivation for students, stimulating them to make
improvement in English studying.
In addition, the findings of the study will lead the students to have a better
understanding of the ideal self of their own. They will study English not only
because it is a mandatory subject but because it also opens up a novel horizon to
them. With ideal imagination of themselves, they will definitely succeed in learning
English.
Last but not least, this study not only can be applied to English learning and
teaching, but should be taken into consideration for people in all walks of life at this
academy as well. Nevertheless, the success of this study is only a recommendation
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to the researchers of other fields. In order to have exact results, it is imperative they
conduct a lot of research related to this.
8. Design of the study
The work is divided into 3 main parts as follows:
Part A: Introduction
Part B: Development
Chapter 1: Theoretical Background
Chapter 2: Methodology
Chapter 3: Data Analysis and Findings
Part C: Conclusion
4
PART B: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. Learner ideal self
1.1. 1. Motivation
In all walks of life, the word ‘motivation’ seems to have been increasingly
predominated. For example, we always hear of the terms ‘a motivated workforce’,
‘motivated students’, or even ‘motivated buyers and sellers’. However, so far it has
not been easy to have a good and detailed understanding of the definition of this
popular word although a great many researchers have spent their valuable time
trying to define it.
1.1.1.1. Definitions of motivation
First of all, according to folk motivation theory, or carrot-and-stick approach,
individuals are motivated by either the prospect of a reward or the threat of
punishment. It is the simplicity of this concept that makes it easy to penetrate into
the people’s consciousness. On the other hand, it has failed to come up to people’s
expectations for the complexities of human behaviours.
Both the rewards and punishments of the carrot-and-stick approach only cover
the external stimuli. It is, therefore, imperative for another theory to arise with a
view to giving sufficient definition of ‘motivation’. In order to meet this demand,

Deci and Ryan introduced self-determination theory, which is concerned how
individuals translate wants into organized effort. In this theory, they also make a
distinction between intrinsic and extrinsic motivation. While the former refers to
“doing something because it is inherently interesting or enjoyable” (Ryan & Deci,
2000b, p.55), the latter has been presented as “pale and impoverished” counterpart.
Another motivation theory that should be taken into consideration is mastery
and performance goal orientations, which includes two types of goal orientations.
In the mastery goal, people concentrate on mastery of a task and have the desire to
acquire new skills without paying attention to enjoyment of satisfaction of doing
5
them whereas in the other, individuals engage in tasks to demonstrate their worth in
relation to others, especially desiring others’ recognition.
Atkinson and his colleages also developed the theory of achievement and
attribution. In the achievement by Atkinson and Birch, motivation is composed of
two fundamental determinants – a desire to achieve success and the inhibitory drive
to avoid failure. The attributional theory by Weiner assumes that individuals make
causal judgements concerning success and failure experiences, which are subjective
but it is these subjective interpretations that influence future behaviour rather than
actual incomes.
Self-efficacy developed by Albert Bandura refers to one’s belief in one’s ability
to get success in specific situation (Bandura, 1977; Bandura, 1997). It lies at the
center of Bandura’s social cognitive theory, in which the role of observational
learning and social experience in the development of personality is emphasized.
According to Bandura's theory, people with high self-efficacy, that is, those who
believe they can perform well are more likely to view difficult tasks as something to
be mastered rather than something to be avoided. However, these people sometimes
encounter the failure because of their poor preparation for the task while those with
low self-efficacy experience stimulus to discover more about an unfamiliar subject.
Last but not least, the concept of competence proposed by Elliot and Dweck
tries to infuse individuals with the notion that, “Competence can be seen as a basic

psychological need that has a pervasive impact on daily affect, cognition, and
behavior across age and culture.” (2007b, p. 8). In this case, people should desire to
experience competence and avoid expriencing incompetence.

1.1.1.2. The motivation in second/ foreign language learning
Motivation has been widely accepted by both teachers and researchers as one of
the key factors that influence the rate and success of second/foreign language
(L2) learning. Dörnyei (1998) writes: ‘Motivation provides the primary impetus to
initiate learning the L2 and later the driving force to sustain the long and often
6
tedious learning process; indeed, all the other factors involved in L2 acquisition
presuppose motivation to some extent.’
There is no doubt that motivation has been a focus of L2 learning research for
many years. Due to the intricacy and multifaceted construct of L2 motivation
concept as well as the role played by the various motivational components in L2
learning, researchers have proposed numerous theories and models, many of which
focus on different aspects of L2 motivation.
According to Dörnyei, the historical development of L2 motivation theories can
generally be divided into four distinct phases. The first one is social psychological
approach, which was developed by Gardner and his associates in Canada
throughout the periods of the 1960s, 70s, and 80s; The second one is cognitive-
situated period in L2 motivation research during the 1990s often seen as initiated by
Crookes and Schmidt (1991), the third one is process-oriented period at the end of
1990s, which was initiated by the studies of Dörnyei (e.g., 2001b), Ushioda (e.g.,
2001) and their colleagues in Europe, and the latest one is the socio-dynamic period
(current), characterized by a concern with dynamic systems and contextual
interactions. In order to have a better and thorough comprehension of these theories,
we have no choice but go into details of them.
1.1.1.2.1. Gardner’s social psychological approach to L2 motivation
When it comes to motivational theory in L2 language, nobody can negate the

significance of the theory that Gardner contributed. As Dörnyei (1994b, p. 519) puts
it: “Having been familiar with the Gardnerian approach for a long time, we may not
always be conscious of how much of a “breakthrough” this was; one which
rightfully influenced motivation theory for the next decades.” His theory has
impregnated our mind with a new element that plays a big part in the success of
learning an L2 – that is motivation.
Gardner’s work is best known for the identification of two motivational
orientations: integrativeness / integrative motivation and instrumental orientation.
7
The former primarily ‘reflects a genuine interest in learning the second language in
order to come closer to the other language community. At one level, this implies an
openness to, and respect for other cultural groups and ways of life. In the extreme,
this might involve complete identification with the community (and possibly even
withdrawal from one’s original group), but more commonly it might well involve
integration within both communities.’ (Gardner, 2001: 5). On the other hand, the
latter focuses on the learners’ pragmatic purpose of learning a language. For
example, people study a language on the grounds that they want to be promoted in
their career or improve their social status.
Gardner’s theory took root for a long period because of its dominance over the
earlier ones in that ‘it recognizes language learners as social beings and language as
an important element of social identity’ (Ryan, 2009). Besides that, it has attracted
ample discussion and comment because of its controversies. Firstly, Dörnyei (2005)
has pointed out two main areas of terminological difficulty in understanding his
model. The first one is the term integrative, which includes integrative orientation,
integrativeness, and integrative motivation. The other one is the term motivation,
which appears at two levels: motivation and integrative motivation. In addition,
although the terms motivation and orientation are affirmed by Gardner to be
different concepts, he himself sometimes used them inconsistently. Secondly, many
researchers have been opposed to Gardner’s generalization of his theory. According
to Dörnyei, “in a multicultural setting such as Montreal, where Gardner first

developed his theory, it made sense to talk about potential 'integration', but in
learning situations whereas foreign language is taught only as a school subject
without any direct contact with its speakers (e.g.teaching English or French in
Hungary, China, Japan or other typical foreign language learning contexts), the
integrative metaphor simply did not make sense.” This proposal has also been
approved by many other scholars (e.g. Coetzee VanRooy 2006; Lamb2004;
Yashima 2000). Last but not least, instrumental orientation seems to fail to account
for all the utilitarian factors that have emerged in empirical studies, such as
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travelling, making foreign friends, and understanding English songs (Dörnyei &
Kormos, 2000; Dörnyei, 2002). In a word, Gardner’s theory has made a great
contribution to the second/foreign language motivation research. Even now it
cannot serve the new motivation research trend, it is still considered a foundation
for the new model proposed by Dörnyei as L2 Motivational Self System, on which I
depend as a theoretical framework for my present study.
1.1.1.2.2. The cognitive-situated period of L2 research.
By the late 1980s and early 1990s, with a view to widening the horizon of L2
motivation research, researchers (e.g. Brown 1990; Crookes and Schmidt, 1991;
Julkunen, 1989; Skehan, 1989) brought in alternative research perspectives, the
most dominant of which was called the cognitive-situated period of L2 research by
Dörnyei (2005). He characterized this period as ‘two interrelated trends: (a) the
need to bring L2 motivation research in line with cognitive theories in mainstream
motivational psychology, and (b) the desire to move from the broad macro
perspective of ethnolinguistic communities and learners’ general dispositions to L2
learning to a more situated analysis of motivation in specific learning settings (e.g.,
classrooms)’. However, he also pointed out the challenge that this theory
encountered: ‘Analyzing the temporal structure of motivation has always been a
challenge in mainstream motivational psychology, since motivation research has
typically relied on theoretical models and corresponding research designs that
attempt to measure motivation at a particular point in time and investigate

relationships with other variables such as achievement or performance. These
approaches do not lend themselves to investigating the complex ebb and flow of
motivation.’
1.1.1.2.3. The process-oriented period of L2 research
By the turn of the 21
st
century, the process-oriented approaches to the
analysis of L2 motivation were proposed by Dörnyei (e.g., 2001b), Ushioda (e.g.,
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2001), and their colleagues in Europe. In this model, they divide the structure of L2
motivation into pre-actional (choice motivation), actional (executive motivation),
and post-actional (evaluation) phases, in which two key shortcomings are
mentioned: (a) it assumes that we can define clearly when a learning process begins
and ends; (b) it assumes that the actional process occurs in relative isolation,
without interference from other actional processes in which the learner may be
simultaneously engaged. Through these shortcomings they also find out that most
approaches to motivation in second language acquisition (SLA) to date are limited
because they ‘have not taken adequate account of the dynamic and situated
complexity of the learning process or the multiple goals and agendas shaping
learner behavior.’
1.1.1.2.4. The socio-dynamic period
Within the past decade, under the influence of mainstream motivational
psychology, in which there has been a move towards more dynamic contextual
paradigms for the analysis of motivation, researchers on motivation in SLA have
shifted their thinking to the current new social-dynamic phase. This phase is
characterized by a focus on the situated complexity of the L2 motivation process
and its organic development in interaction with a multiplicity of internal, social, and
contextual factors - that is, a move toward relational or dynamic systems
perspectives on motivation (e.g., Dörnyei, 2009a;Ushioda, 2009); and characterized
by a concern to theorize L2 motivation in ways that take account of the broader

complexities of language learning and language use in the modern globalized world
- that is, by reframing L2 motivation in the context of contemporary theories of self
and identity (Dörnyei, 2005; Dörnyei and Ushioda, 2009a). Dörnyei (2005, 2009a)
recently outlined a new approach for L2 motivation research, the L2 Motivational
Self System, which reflects the transition to the socio-dynamic period in L2
motivation research. It is this model that I rely on for my current study and go into
detail in the below section.
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1.1.2. Learner ideal self
1.1.2.1. The Formation of the ‘Learner Motivational Self System’
In this part, theories of the self and their impacts on language learning
motivation are the center of attention. As Baumeister acknowledges, “The self is
one of the most actively researched topics in all of psychology” (Baumeister, 1999,
p. 1). Besides that, many other scholars have expressed their views of the self in
their own ways. Dweck (2000, p. xi) defines the ‘self” as the “meaning systems”
that people employ to “organize their world and give meaning to their experiences.”
Norman and Aron (2003, p. 500) expand on this by saying that “one’s self-concept
is an important influence in regulating behaviour, functioning to organise an
individual’s interpretation of the world, determining what stimuli are selected for
attention and what inferences are drawn.” This study primarily focuses on how this
self-concept can ‘organize an individual’s interpretation of the world’ and ‘regulate
behaviour’ in respect to language learning.
Although the self has become increasingly important in mainstream
psychology, it did not attract the attention of the researchers in the field of L2
education until Dörnyei (2005) proposed L2 Motivational Self System. Dörnyei
himself (2009) emphasizes “The L2 Motivational Self System represents a major
reformation of previous motivational thinking by its explicit utilisation of
psychological theories of the self, yet its roots are firmly set in previous research in
the L2 field.”
Of the contributions of psychology to L2 Motivational Self System by Dörnyei,

Possible Selves and Future Self-Guides are a must to mention. Carveret al. (1994)
emphasises that possible selves - representing the individuals’ ideas of what they
might become, what they would like to become, and what they are afraid of
becoming (Markus &Nurius, 1986) - denote a unique self-dimension in that they
refer to future rather than current self states. Having dipped into what researchers
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have done to this concept, Markus summarized “Our excitement with the notion of
possible selves had multiple sources. Focusing on possible selves gave us license to
speculate about the remarkable power of imagination in human life. We also had
room to think about the importance of the self-structure as a dynamic interpretive
matrix for thought, feeling, and action, and to begin to theorize about the role of
sociocultural contexts in behaviour. Finally, the concept wove together our mutual
interests in social psychology, social work, and clinical psychology.” Moreover,
Markus and Nurius (1986: 954) subdivided possible selves into three main types:
(1) ‘ideal selves that we would very much like to become’, (2) ‘selves that we could
become’, and (3) ‘selves we are afraid of becoming’. The other concept that
propelled Dörnyei to build up his L2 Motivational Self System is future self-guides.
Generally speaking , these two concepts are merged, but strictly speaking, they still
contain inconsistent points. This concept comprises two key components of
Higgins’s (1987) self theory are the ideal self and the ought self. According to
Higgin, the ideal self refers to the representation of the attributes that one would
ideally like to possess (i.e. representation of hopes, aspirations, or wishes), while
the ought self refers to the representation of attributes that one believes one ought to
possess (i.e. representation of someone else’s sense of duties, obligations or moral
responsibilities) and which therefore may bear little resemblance to one’s own
desires or wishes. He also points out that both of these two selves can derive from
either the individual’s own or someone else’s views. It is Dörnyei that distinguishes
between Higgins’s and Markus and Nurius’s conceptualisations of the future-
oriented self dimensions in that ‘while the latter authors talk about multiple possible
selves, including, for example, more than one ideal self, Higgins talks about a single

ideal and a single ought self for each individual, viewing these as composite self-
guides that sum up all the relevant attributes.’
Another aspect of psychology known to be closely related to motivation is
imagery/imagination. In fact, this notion originated from the ancient Greeks.
Aristotle, for example, defined imagination as ‘sensation without matter’ and
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claimed that ‘There’s no desiring without imagination’ (Modell, 2003: 108).
Interestingly and fortunately, the contemporary definitions of imagery quite
resembles those in the past. Kosslynet al.(2002), for example, define it as‘the ability
to represent perceptual states in the absence of the appropriate sensory input’, on
which Markus and Ruvolo’s (1989) depended to claim that ‘imaging one’s own
actions through the construction of elaborated possible selves achieving the desired
goal may thus directly facilitate the translation of goals into intentions and
instrumental actions’ (p. 213). Some other researchers share Marjus and Ruvolo’s
viewpoints in their analysis of the ideal self are Boyatzis and Akrivou (2006). They
figure out the important role of imagination to the whole history of the human
beings: humans are driven by their imagination and their ability to see images of the
desired future.
Dr Le Van Canh, in his research on the importance of motivation, put a lot of
emphasis on the concept of ‘imagined community’. Derived from his findings, he
gave some suggestions to the English teachers that they “can reimagine their
classrooms as places of possibilities for learners that are adaptable to a variety of
investments and aspirations for the future so that classrooms become a special place
for imagined communities to flourish.”
It is undeniable that the researchers ranging from the ancient time to the
modern one pay their attention to the roles of the self to human’s advancement. It is
vitally necessary that Dörnyei apply predecessors’study to his own forming L2
Motivational Self System, which is prevalent in the temporary trend of L2
motivation research.
With a view to calling for a general rethinking of the concept of

integrativeness, he wrote in his research 2002 that:
the term may not so much be related to any actual, or metaphorical,
integration into an L2 community as to some more basic identification
process within the individual’s self-concept. Although further research is
needed to justify any alternative interpretation, we believe that rather than
13
viewing ‘integrativeness’ as a classic and therefore ‘untouchable’ concept,
scholars need to seek potential new conceptualizations and interpretations
that extend or elaborate on the meaning of the term without contradicting the
large body of relevant empirical data accumulated during the past four
decades. (Dörnyei & Csize ´r, 2002: 456)
It is obvious that deriving from the self theories, Dörnyei was ready to move
beyond integrativeness, which was first proposed by Gardner and brought about
numerous controversies among researchers mentioned above. After many years of
doing research with a lot of ups and downs, he has step by step approached the
secret of successful learners which he attributed to ‘their possession of a
superordinate vision that kept them on track’. He himself compared language
learning to the training of professional athletes whose career is considered to be
motivated by imagery and vision. In accordance with both empirical findings and
theoretical considerations, he reconceptualised L2 motivation as part of the
learner’s self system. Through the data collected and the new theoretical approach,
he was convinced that ‘future self-guides - more specifically, the ideal and the
ought selves - are central components of this system.’ (Dörnyei, 2009). In 2005,
after careful consideration for previous theories and his own research on L2
motivation, he decided that ‘L2 Motivational Self System’ was made up of the
following three components:
(1) Ideal L2 Self, which is the L2-specific facet of one’s ‘ideal self’: if the
person we would like to become speaks an L2, the‘ideal L2 self’ is a
powerful motivator to learn the L2 because of the desire to reduce the
discrepancy between our actual and ideal selves. Traditional integrative and

internalised instrumental motives would typically belong to this component.
(2) Ought-to L2 Self, which concerns the attributes that one believes one
ought to possess to meet expectations and to avoid possible negative
outcomes. This dimension corresponds to Higgins’s ought self and
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