<abstract xmlns="http://www.w3.org/1999/xhtml"><bold>Objective:</bold> This paper sets out to examine language learner identity in a global context, by first analysing the dominant position of English in the world today and then in the light of this, revisiting the concepts which aim to describe how individuals are motivated to learn English.<bold>Methodology:</bold> The paper is based on research findings as documented in numerous studies, for example Smit &amp; Dafouz (2012) and Wächter &amp; Maiworm (2014).<bold>Findings:</bold> The findings emphasise the fact that the hegemony of English in the world today, where around 400 million people use English as a first language, shows no sign of diminishing. In fact, issues surrounding the consequences of globalisation make the place of English in the world ever more solidified, however the contexts and the purposes for which it used are changing.<bold>Value added:</bold> By examining certain aspects of the powerful position of English today, this paper proposes the view that conceptions of specific motivational aspects of language learner identity are no longer as valid as they once were.<bold>Recommendations:</bold> The paper recommends that a new theorizing of learner identity, with specific focus on L2 learner motivation, needs to be considered.</abstract>

Objective: This paper sets out to examine language learner identity in a global context, by first analysing the dominant position of English in the world today and then in the light of this, revisiting the concepts which aim to describe how individuals are motivated to learn English.Methodology: The paper is based on research findings as documented in numerous studies, for example Smit & Dafouz (2012) and Wächter & Maiworm (2014).Findings: The findings emphasise the fact that the hegemony of English in the world today, where around 400 million people use English as a first language, shows no sign of diminishing. In fact, issues surrounding the consequences of globalisation make the place of English in the world ever more solidified, however the contexts and the purposes for which it used are changing.Value added: By examining certain aspects of the powerful position of English today, this paper proposes the view that conceptions of specific motivational aspects of language learner identity are no longer as valid as they once were.Recommendations: The paper recommends that a new theorizing of learner identity, with specific focus on L2 learner motivation, needs to be considered.

L2 Identity and Motivational Considerations in a Global Context

Universitá degli Studi di Milano-Bicocca

Journal of Intercultural Management

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"L2 Identity and Motivational Considerations in a Global Context"}

Objective: This paper sets out to examine language learner identity in a global context, by first analysing the dominant position of English in the world today...

L2 Identity and Motivational Considerations in a Global Context

Publié en ligne: 09 août 2019

Pages: 135 - 162

DOI: https://doi.org/10.2478/joim-2019-0012

Mots clés
L2 learner identity, global English, motivational drivers, English as a Medium of Instruction (EMI), English as a lingua franca (ELF)

© 2019 Robin Anderson, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

L2 Identity and Motivational Considerations in a Global Context

Publié en ligne: 09 août 2019

Pages: 135 - 162

DOI: https://doi.org/10.2478/joim-2019-0012

Mots clésL2 learner identity, global English, motivational drivers, English as a Medium of Instruction (EMI), English as a lingua franca (ELF)

© 2019 Robin Anderson, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
L2 learner identity, global English, motivational drivers, English as a Medium of Instruction (EMI), English as a lingua franca (ELF)