The role of motivation in learning foreign languages: towards a global self-identity – a literature analysis
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Institute of Psychology, Faculty of Social Sciences, University of Gdansk, Poland
Submission date: 2017-11-24
Final revision date: 2019-03-01
Acceptance date: 2019-03-01
Online publication date: 2019-04-16
Publication date: 2019-06-24
Current Issues in Personality Psychology 2019;7(2):81–90
Multilingualism creates possibilities of personal growth, which influences the sense of self-esteem and self-identity. This paper reviews topics related to its impact on the activity of the individual. The relationship between L2 (understood both as a second and/or a foreign language, with a focus on learning English as a foreign language) linguistic achievement, motivation, intercul-tural competence, and the development of L2 identity depending on foreign language speaking skills are discussed. Some learn-ers aspire to acquire a “bicultural” identity, which involves 2 versions of the learner: 1) a usually English-speaking, globally involved one, and 2) a local L1-speaking self. Therefore, classroom instruction should include teaching materials focused on the L2 culture, and respect students’ aspirations for personal development through foreign language education. Moreover, the stu-dents should have control over their own learning, which could be achieved by promoting oracy, student-centred instruction and cooperative learning.
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