The Relationship between L2 Motivational Self-System, Vision, Sensory Style and Students Intended Effort to Learn English

For the past decades, motivation has been a central matter in the studies of second language learning. Most teachers, educators and researchers would agree that motivation is an integral part of language learning. Gardner (1985: 64). The present study intended to show the relationship between L2 motivational self-system, vision, sensory styles and students’ intended effort to learn English. A questionnaire of 35 items was administered to a group of 150 advanced students in 3 Institutes in Mashhad, Iran. Advanced learners were chosen because they have studied English a longer time than beginners and intermediate and thus they have a more vivid understanding of the reasons and incentives to learn English. The major focus of the study is both to examine the major findings in previous studies and to investigate whether the findings are constant in a different context. The results of the correlation coefficient proved a strong positive relationship between motivational self-system, vision, and sensory style and students’ intended efforts to learn English. The major pedagogical implication of this study could be for learners, teachers and material developers which will be discussed in detail in the final chapter of the study.

کلیدواژه ها:

motivational self system ، vision ، sensory styles ، student s intended effort