Examining the impact of L2 English on L3 Selves : A case study
(2011) In International Journal of Multilingualism 8(3). p.235-255- Abstract
- In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a... (More)
- In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a referential function in working self-concepts activated in L3 learning situations. To offset the potentially negative effects of the incursion of L2 English, some of the individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant the powerful referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/d17b0fcc-1a52-4421-af9c-fb292f245232
- author
- Henry, Alastair LU
- publishing date
- 2011
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- L2 Motivation, Specific Languages, Studier av enskilda språk, plurilingualism, global English, working self-concept, L2 Motivational Self System, L3 Motivation
- in
- International Journal of Multilingualism
- volume
- 8
- issue
- 3
- pages
- 21 pages
- publisher
- Routledge
- external identifiers
-
- scopus:79960925388
- ISSN
- 1479-0718
- DOI
- 10.1080/14790718.2011.554983
- language
- English
- LU publication?
- no
- additional info
- iFirst 2018-01-12T12:21:04.237+01:00
- id
- d17b0fcc-1a52-4421-af9c-fb292f245232
- date added to LUP
- 2023-09-06 08:53:46
- date last changed
- 2023-09-19 16:47:39
@article{d17b0fcc-1a52-4421-af9c-fb292f245232,
abstract = {{In this Swedish case study of four upper secondary students engaged in simultaneous L2 (English) and L3 (Spanish, French and Russian) learning, a possible selves approach was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using Interpretive Phenomenological Analysis techniques. In analysing the data Markus and Nurius’ (1986) theory of the working self-concept was used to examine experiences of and cognitive responses to the presence of L2 English in L3 learning situations. The results indicate that for these individuals an L2 English self-concept is an active constituent with a referential function in working self-concepts activated in L3 learning situations. To offset the potentially negative effects of the incursion of L2 English, some of the individuals recruited different forms of positive self-knowledge into the working self-concept. For one participant the powerful referential effect of English was such that it became difficult to sustain a viable L3-speaking/using self. The results suggest that the inclusion of a working self-concept component in possible selves motivational research may be methodologically rewarding, particularly in multilingual settings and/or where contextual or process factors are in focus.}},
author = {{Henry, Alastair}},
issn = {{1479-0718}},
keywords = {{L2 Motivation; Specific Languages; Studier av enskilda språk; plurilingualism; global English; working self-concept; L2 Motivational Self System; L3 Motivation}},
language = {{eng}},
number = {{3}},
pages = {{235--255}},
publisher = {{Routledge}},
series = {{International Journal of Multilingualism}},
title = {{Examining the impact of L2 English on L3 Selves : A case study}},
url = {{http://dx.doi.org/10.1080/14790718.2011.554983}},
doi = {{10.1080/14790718.2011.554983}},
volume = {{8}},
year = {{2011}},
}