An inquiry into Chinese learners' English-learning motivational self-images: ENL learner or ELF user?

Abstract

This paper reports on findings of a qualitative study that aimed to explore the relevance of English as a Lingua Franca (ELF) to English Language Teaching (ELT) practices by closely examining Chinese learners' English learning from the perspective of the L2 Motivational Self System. Three semi-structured interviews were conducted during an academic year to probe into eight Chinese university students' situated experiences of learning and using English in their life context. Qualitative data analysis revealed that the participants tended to construct the Ought-to and Ideal L2 Self around native-speaker norms under the influence of the deeply ingrained native-speaker model in the ELT classroom and the global spread of (native) English cultural products. However, these selfimages turned out to be unrealistic and unattainable as they clashed with the immediate life context the learners were embedded in, and eventually failed to generate sufficient motivational power to foster continued English learning. The findings serve as counter evidence for the assumed importance of promoting a salient self-image as a competent and legitimate ELF user among non-native learners to sustain long-term motivation. Findings call for a re-evaluation of the dominant native-speaker norms, and suggestions are provided on how to relate ELF to the English classroom.Keywords: English as a lingua franca; English as a native language; motivational self-images; English language teaching 中国英语学习者的动机自我意识：英语作为本族语的学习者还是英语作为通用 语的使用者？ 摘要 本文旨在从二语动机自我系统的视角深度剖析中国英语学习者的英语动机 自我意识，探讨英语作为通用语研究与英语语言教学间的关联。本研究在一学 年间进行三次半结构性访谈，采访了八名中国在校大学生日常学习与使用英语 的经历并进行定性数据分析。结果显示，由于受到深植于英语教学中的英美本 族语者模式与英语文化产品全球传播的影响，八名参与者基于英美本族语者的 形象建构"应该自我"与"理想自我"的动机自我意识。然而由于此类自我意识与参 与者所处的真实环境冲突，变得不现实且无法达成，最终无法产生足够动机支 Brought to you by |

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