인지적 요인과 정의적 요인 차원에서 사회교육적 동기 모형과 L2 동기 자아 체계의 비교

The comparison of socio-educational motivation model and ideal L2 motivational self on language learners’ cognitive and affective factors

The present study compared Gardner’s socio-educational motivation model (SE) with Dömyei’s L2 self model (LS) on language learners’ cognitive effort as well as on their affective factors such as anxiety, fear and frustration. While SE included the concepts of integrative motivation and instrumental orientation, LS had ideal L2 self, ought L2 self, and actual L2 self. This study divided the instrumental orientation into two different parts: Promotion and prevention. Gardner’s integrative motivation was correlated with the other 5 concepts Instrumental motivation (promotion), instrumental motivation (prevention), ideal L2 self, ought L2 self, and actual L2 self. However, the ideal L2 self was only related to the other 4 concepts, with exception to the ought L2 self. The integrative orientation could predict the language learner’s effort, but the ideal L2 self could not. However, the concepts of LS were more understandable and effective on the clear prediction of the learners’ affective factors than the ones of SE. This study suggests not to throw the concepts of SE but to share it with one another.