Ideal L2 Self and Sensitization in L2 Learning Motivation: A Case Study of Two Korean ESL Students

Abstract

By analyzing two Korean ESL students in Toronto, this paper develops Dörnyei’s (2005, 2009) notion of the ideal L2 self and specifies the conditions of maintaining higher levels of the ideal L2 self from the perspective of Vygotskian sociocultural theory (SCT). In particular, learners’ subjective recognition of the gap between their current L2 proficiency and desired proficiency is conceptualized as sensitization. By connecting sensitization to SCT, the researcher investigates the complexities of learners’ life conditions and their role in maintaining the ideal L2 self by using monthly semi-structured interviews. The data were transcribed and analyzed through the use of the grounded theoretic approach. The results show empirical evidence that mere exposure to the target language community per se may not guarantee a higher level of L2 learning motivation and that even those who initially have an externally-oriented ought-to L2 self can exhibit an ideal L2 self when their learning goals and participation in L2 communities become interlinked. Sensitization and the creation of affordances capture the moment of the transformation from the ought-to L2 self to the ideal L2 self.