Question 56-60       The notion of future L2 selves has emerged over the last decade as the dominant motivationalperspective within the field of second language acquisition since the introduction of Dörnyei’s (2005,2009) L2 motivational self-system (L2MSS). Future L2 selves represent the kind of L2 user that a learnerwants to be in future. These future L2 selves act as desirable end-states that motivate learners to invest inlearning a language. The desire to reduce the discrepancy between one’s actual L2 self, representing theircurrent level of L2 abilities, and their desired future self, creates feelings of discomfort that motivate thelearner to work hard and approach their future L2 self. Two general types of future L2 selves have beenproposed in the field of second language acquisition (SLA). These include ideal L2 selves and ought L2selves. Ideal L2 selves represent the ideal image of the kind of L2 user one (or their significant others)wants to be in future (e.g., a fluent speaker of the target language) and ought L2 selves represent the kindof L2 user that a learner believes they have to be in order to meet their obligations and responsibilities andavoid negative consequences (e.g., failing in school or losing one’s job).       In another study, Papi et al. (2019) re-operationalized and tested a 2 × 2 model of L2 selves usingdata collected from 257 international students learning English as a second language (ESL) in the UnitedStates. The results of confirmatory factor analysis supported the existence of four future L2 selves fromtwo regulatory dimensions (ideal vs. ought) and two standpoints (own vs. others). In other words, theconfirmatory factor analysis confirmed the construct validity of the model with four future selves: IdealL2 self/own representing a learner’s own hopes and aspirations for language learning； ideal L2 self/otherrepresenting a learner’s significant others’ (e.g., parents) hopes and aspiration for him or her in relation tolearning the L2； ought L2 self/own representing a learner’s self-selected obligations and requirements interms of language learning； and finally, ought L2 self/other representing the L2 learning obligations that alearner believes his or her significant others’ impose on him or her. In addition, and contrary to the resultsof previous studies, multiple regression analyses revealed that ought L2 self/own was the strongestpredictor of students’ motivated behavior among the four types of L2 selves in the ESL context of theUnited States. Moreover, whereas ideal L2 self/own led to an eager strategic inclination for maximal L2use, ought L2 self/own led to a vigilant strategic inclination for minimal L2 use. The authors argued thatthe ideal vs. ought future selves not only lead to qualitatively different motivated behaviors but also todifferent emotional responses during the learning pursuit, connections that have also been confirmed intwo other studies using the same model (from Tahmouresi & Papi, 2021).
【題組】56. Which statement about a desired future self is false?
(A) It fosters motivation to learn.
(B) It has little to do with emotional responses.
(C) It may cause discomfort.
(D) It refers to a learner’s or other’s aspirations for language learning.