Ideal L2 Self and Sensitization in L2 Learning Motivation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
By analyzing two Korean ESL students in Toronto, this paper develops Dornyei’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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it