2013 年 50 巻 p. 43-67
This study describes the overall tendencies shown by Japanese University EFL learners in terms of intrinsic/extrinsic motivation, L2 ideal selves, L2 ought-to selves, international posture, Can-Do and willingness to communicate, and the relationships between these factors. The results show that students tended to exhibit high identified regulation, perceived relatedness, introjected/external regulation, and L2 ideal selves, while being low in amotivation. They also indicate that students' L2 ideal selves were highly correlated with intrinsic motivation, identified regulation, international posture and Can-Do. In examining the degree of internalization of learning, L2 ideal selves showed the strongest correlation with intrinsic motivation and were negatively correlated with amotivation. Cluster analysis was conducted to gain a greater understanding of individual differences, enabling a division into four groups. To support the quantitative analysis, qualitative data was gathered, allowing the examination of differences among students pertaining to how they perceived the relationship between L2 ideal selves and language learning, and the relative strength of the L2 ideal self in language learning behavior.