This study identifies the level of L2 motivational self-system (L2MSS) consisting Ideal Self, Ought-to and Learning Experience, application deep surface learning strategies on high school students regarding gender grades. The is designed in both correlation descriptive comparative models. research sample composed 202 students. Two questionnaires are used collection data: Motivational Self Syste...

It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. T...

The current study was an attempt to investigate the relationship among L2 Motivational Self-System, Reading Comprehension Ability, and Gender of Iranian EFL Learners. 70 participants of both male and female at intermediate level at Shokooh Institute in Kashmar-Iran were randomly selected. The instruments of the study were a L2 motivational self-system questionnaire by Yan(2011), and a reading c...

it is axiomatic that l2 teaching and learning is a process that requires dynamic involvement of l2 learners in the acquisition of knowledge and skills. l2 learners need to be assisted in setting individual learning goals. they should also be given the exposure to and guidance in effective language learning strategies (llss) in order to build a high level of confidence in the learning process. t...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

We investigate quasi-Banach operator ideal products (A ◦ B,A ◦ B) which contain (L2,L2) as a factor. In particular, we ask for conditions which guarantee that A ◦ B is even a norm if each factor of the product is a 1-Banach ideal. In doing so, we reveal the strong influence of the existence of such a norm in relation to the accessibility of the product ideal and the structure of its factors.

Among those teaching a group of Swedish military officers, little is known about motivation to learn English as part of a one-year military staff course. This research therefore aims to explore possible motivational characteristics while attempting to identify ways in which they may be theoretically linked to Dörnyei’s (2009) L2 motivational self system. A particular area of interest is the off...

As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions thoughts while learning a second language are believed to generate sophisticated dynamic linkages that contribute their motivational as well linguistic outcomes. This study aims evaluate foreign gaiety (FLG) apprehension (FLA) determinants ideal (L2) self for Saudi EFL learners. The bas...