An L2 narrative identity reframing of the L2 motivational self system (L2MSS): exploring data from a drama-based L2MSS intervention program

<p dir="ltr">Taking the established motivational framework of the L2 Motivational Self System (L2MSS; Dörnyei, 2005, 2009), this thesis has re-conceptualised it in terms of second language (L2) narrative identity, based on McAdams’ theory of narrative identity (McAdams, 1985; McAdams & McLean, 2013). This framing has emphasised the holistic, self-based nature of the L2MSS: It presupposes an individual learner self as the overarching system, not only guided by imaginings of the kind of L2 user they would like to become in the future but also influenced by the sum of their past experiences of L2 learning and using. The L2 learning experience component is thus more broadly re-presented as L2 autobiographical memory to (1) emphasise the self-based nature of that learning experience, and (2) acknowledge the motivational effect not just of experiences in the moment but in their longer lasting representation in memory. While potential has been noted in explaining language learning motivation from an L2 narrative identity perspective, there has yet been no attempt to marry that perspective with the L2MSS. The current thesis responds to this gap by demonstrating a link between L2 narrative identity and motivation through the individual language learner’s drive for L2 self-development. </p><p dir="ltr">Based on qualitative data from seven undergraduate students’ participation in a single-semester English-through-drama program at a Japanese university, the current thesisby- publication consists of five interrelated papers. The story begins in the crucible of the L2 learning experience, of which Paper 1 presents an evocative portrayal applying poetic inquiry to the data of one of the participating students, “Satsuki”. Paper 2 focuses on the transformative aspect of the L2 learning experience, by exploring the turning point recounts of Satsuki and two other students in the program. There is then a broadening of focus with Paper 3, which investigates the internal mechanics of Satsuki’s LSMSS in terms of functional interrelation between the L2 learning experience and her ideal L2 self. Paper 4 continues this line of investigation but uses a curiosity framework informed by growth mindset theory. It focuses on the case of another participant, “Minori”, whose positive mindset was seen to mediate the relationship between his L2 learning experience and his ideal L2 self. Finally, Paper 5 reports on the impact of the English-through-drama program upon the participants as an intervention designed to raise their awareness of their L2 identity and motivation, and thereby develop a more positive L2 identity and an enhanced motivation for English learning. </p><p dir="ltr">The concluding chapter harnesses the findings from all five papers generated from the project. This synthesis shows how a reimagining of the L2MSS as nested within an L2 narrative identity framework dynamically renders language learning motivation as the drive for L2 self-development. The mechanics of this drive are identified as a function of the interaction between the L2 learning experience and ideal L2 self components, a key factor mediating this interaction being a curiosity-growth mindset. The chapter closes with an acknowledgement of the limitations of the project, as well as a laying out of its pedagogical implications.</p>