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Possible Selves, Vision, and Dynamic Systems Theory in Second Language Learning and Teaching

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Possible Selves, Vision, and Dynamic Systems Theory in Second Language Learning and Teaching Possible Selves, Vision, and Dynamic Systems Theory in Second Language Learning and Teaching HING YEE LETTY CHAN Thesis submitted to the University of Nottingham For the degree of Doctor of Philosophy June 2014 Abstract The key purpose of this thesis was to study how vision and possible selves motivate second language (L2) learners in their learning, and the way non-linear and dynamic patterns are exhibited in motivated L2 behaviours. The thesis consists of four studies that investigated the motivation of different target populations (secondary and university learners, and Christian Language Professionals) by using a variety of research methodologies, including retrodictive qualitative modelling (RQM), mixed methods approach, qualitative in-depth interviews and intervention. In Studies I and IV, the motivational trajectories of secondary school students and Christian Language Professionals were explored through the lens of dynamic systems theory (DST). In Study I, using retrodictive qualitative modelling (RQM), in which the conventional research data collection methodology was reversed, the results showed that seven learner archetypes exist in the teachers’ minds, and different unique motivational trajectories known as signature dynamics (with different combinations of attractor states) are present in the learners’ systems. The strength and weaknesses in applying the RQM model were identified. Study IV explored the developments of vision in four CLP through in-depth interviews and three different vision integration patterns were revealed: ‘fully integrated as a person’, ‘fully integrated Ideal CLP Self’, and ‘partially integrated CLP Self’. Study II examined the interrelationships among various sensory capacities (visual and auditory), imagery capacities, future self-guides and criterion measures in two target languages (English and Mandarin) in 172 Year-8 secondary school students in Hong Kong. Using both questionnaires and post-survey focus group iii interviews, it was found that learners’ future self-guides are endowed with visual, auditory and imagery capacities as the main components. Study III investigated the effects of an imagery-training intervention on the quantitative and qualitative change of possible L2 self-guides in 80 second-year science university students. A significant increase in the Ideal L2 Self and a significant decrease in the Feared L2 Self were shown, which suggested that the intervention has positive effects on learners’ future self-guides. In summary, the results from the collection of studies showed the different characteristics, effects, and motivational forces of vision and possible selves in the complex world of L2 learning and teaching. Along with the insights of the complex dynamic interplay between the factors in L2 learning and teaching, I have built a strong case for vision and possible selves as key motivational tools in the L2 classroom. iv Acknowledgements I would like to express my deepest gratitude to different people who have supported me throughout the past four years of my doctoral studies in Nottingham. First and foremost, I am deeply indebted to my supervisor Professor Zoltán Dörnyei, who has been a wonderful mentor and a role model throughout my studies. Not only has he given me the guidance I needed to complete my degree, he has also opened up invaluable opportunities for me to publish (with him and with others) and to present at various international conferences. As a role model, Zoltán has been most inspirational. With his passion, unflagging commitment and ‘can-do’ spirit, he has shown me what it takes to be an excellent scholar, and what it means to be an empathetic, kind person. He has been most encouraging as he helps me build up my strength and gives me constructive advice where improvements are required. Without him, my doctoral studies would not have materialised. I would also like to thank my friends whom I met in Nottingham, including Annie Wenjuan Yuan, Anne Liu, Christine Muir, Eric Lin, Freerkien Waninge, Hilde van Zeeland, Julia You, Kavitha Ganesan, Klaudia Lee, Pawel Sudarski, Ruoxin Wei, Wipapan (Jib) Nganpragmuan, Yaxiao Cui and Zana Ibrahim. I have thoroughly enjoyed their company and the time when we travel, relax, talk about our dreams and discuss academic matters. Their passion in research has been most inspiring and their friendships have certainly made my time in Nottingham memorable. I would like to acknowledge my Christian friends in Nottingham who have been a great support during this time and they include Debbie Dickson, Dorothy and Arthur May, Georgina Phillips, Lily Xin Yue, Matthew and Hayley Vosper, Miriam v Knight, Peter Bryant, and Sarah and Catalyn Cantana. I deeply treasure their friendships and the good times we spent. I would also like to thank Andrew Barden and Paul Tognarelli for being good friends and housemates, for their warm support and encouragement during my writing-up period. I wish to make a special note of two of my dear friends in Hong Kong, Catherin Sin and Ingrid Leung, who have prayed with and for me during the past four years, and to my beloved, longtime friends Bernita Lee, Nana Chan, Pauline Mak, Phoebe Lin and Yolanda Lam for their love and encouragement, and for keeping me accountable. My deep gratitude also goes to Alastair Henry, Julia You and Michael Magid for the opportunity to publish with them. They have been a tremendous help to me and I have gained invaluable research insights through working with each of them. Thanks go to Carol Fung, David Gardner and Joanna Lee for the help they have provided in my studies. Special thanks go to all the participants who provided valuable insights into the use of possible selves, vision and dynamic systems theory. I am most grateful to my family who have always been there for me throughout the several years during which I worked on my thesis. I would like to thank my mother Rowena who has taken a special interest in my work, who often has insightful discussions with me, who has encouraged me and believed in me. I thank my father K. K. Chan who has been a great support in every way, who has cheered me on with his philosophies of life, and also my dear sister Betty Chan, who often says she misses me. Finally, I give thanks to God who has protected me throughout these years and who has brought me nearer to Him. I am thankful for all the amazing people I have met and worked with, the great learning that has taken place, and the good times I have spent in Nottingham. vi Table of Contents Abstract .................................................................................................................................... iii Acknowledgements ..................................................................................................................... v Table of Contents ..................................................................................................................... vii List of Tables ........................................................................................................................... xii List of Figures ........................................................................................................................ xiii Chapter 1 Introduction ........................................................................................................... 14 1.1 Key conceptual theoretical frameworks employed in the thesis ............. ……….14 1.2 Organisation of the thesis ..................................................................................... 16 Part One: Literature Review ................................................................................................... 21 Chapter 2 Possible Selves and L2 Motivation ........................................................................ 22 2.1 Introduction .......................................................................................................... 22 2.2 Possible selves ...................................................................................................... 22 2.2.1 Motivational mechanisms of possible selves ............................................................. 24 2.2.2 Motivating conditions of possible selves ................................................................... 26 2.2.4 The methodology in researching possible selves ....................................................... 32 2.3 Second language (L2) motivation ...................................................................................... 33 2.3.1 The L2 Motivational Self System .............................................................................. 34 2.3.2 Possible selves interventions in L2 learning .............................................................. 36 2.3.3 Possible selves and second language Teachers .......................................................... 38 2.4 Conclusion ........................................................................................................... 40 Chapter 3 Vision ...................................................................................................................... 42 3.1 Introduction .......................................................................................................... 42 3.2 Personal vision ..................................................................................................... 42 3.3 Imagery ................................................................................................................ 44 3.3.1 The definition of imagery..........................................................................................
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