Motivation, Language Identity and the L2 Self (Second Language Acquisition) Zoltan Dörnyei, Ema Ushioda
Publisher: Multilingual Matters

To connect this to language learning, when you empathize and identify with a sociopolitical group while learning its language, you develop a more permeable language identity, or language ego, which aids acquisition and causes factors such as your accent to .. Development is not mastering a second language. Recently in language acquisition research, the concept of an L2 motivational self system (Dornyei & Ushioda, 2009) has risen, modeled on earlier psychological research on motivation and possible selves. 9-42) .where he summarises his theory. What's more, as Julian, a boy in a mandarin immersion school in the documentary, said, “China has become part of me”, learning a foreign language in a bilingual school can have a huge impact on the child's identity. While I have always thought the concept of bilingualism is exhilarating, I have never been invested in the process due to lack of time and motivation. Language (L1) acquisition and adult second language (L2) acquisition from the evolutionary perspective. Despite the plethora of literature concerning language learning strategies, there is a paucity of studies pertaining to the influence of social and psychological factors on young English learners' use of literacy learning strategies in the Asian context. The L2 Motivational Self System. And Ushioda, E.,( eds)., Motivation, language identity and the L2 self. As a multilingual We also found that learners' gender, motivation, self-efficacy, and out-of-school effort are related to their use of learning strategies whereas their ethnic groups and home languages are not.