Vol. 8 No. 1 Fry • 107 ut itoinl i nt ya ior fe ,t htewloa n gLui kaegret. Firt eomms t hheaqdu easn- ag vr eear taegre t shcaonr et hteh ant e uwtar sa l acth ol ei ac es t. B1o. 1t 0h Lseiklfesrut bit-etmhesmaelisg.ned with an L2 ought-to The Ought-to L2 School Self 5t i 3o noeudt otfa1k9i n3go ra 2F7L. 5 %f o ro fhsi tguhd es nc ht so mo l e onr- cs toal lteegde .t h1a8t 0t hset uy daernet sp loafn tnhi ne gt ot ot a lg o1 9t 3o cdoe lnl et sg eh aa df t ear f hu itguhr es cvhi soi oo ln. 1t h5a. 5t %i n colfu sdteud- tchoel lierg ee .d uTchaet i oLni k, eeritt hi et ermh iwg hh iscchh os toal t eodr “asgteudd ybi ny g ma yf ohr iegi hg n s lcahnogoul a” g ree icse ievnecdo uarn- ao vf etrhaeg es tsuc do er en to fr e4s. 1p 3o nws iet sh, an oS Ds touf d0e. 7n 5t s; sdtirsoangrgelyedd, isaagnrdeed8,2o.9n%ly foivfe ssttuuddeennttss a(3g3re.2e%d ) (w4i9th.7t%he) stoartemsteronnt.gly agreed The Perceived Ought-to Self for Popularity and Utility of the Language Te ihgen Ll ai knegrut aigt ee mI swt uh di cyh i ss t aatne di m“ tphoer tfaonr t- laann gauv ae gr ae gien stchoer ewoofr l4d. 3t 7o dwa yi t”h r ae c Se Di v eodf 0s t. 7u 6d ;e nat ms os tnrgosnt g lsyt uddi es na gt r er ee sdp, oonnsl ey s ,f onuor sdteundtes n t sa gdr ei seadg r e(e3d5 . a2n%d) 8 7o. r0 %s tor fo ns gt ul y- a2g6r. 0e %e d o (f 5s1t u. 8d%e n) t swniot ht e dt ht ihse sptoapt euml aer int ty. af onrdt aukt ii nl i gt ya oFfL .t h3 e3 sl at un dg eu na tgse oaust oa f r1e9a3s oonr 17.1% noted that they believe the FL tt hh ee syet 3a k3 es tius dae np tosp, u3 l2a rt oloa kn gSupaagnei sahn. d o f L2 Learning Experiences Lt h2e l ei amr mn i endg i aetxep el reiaernnciensg a reen vrier loant emde nt ot awnhdi c h lcarnegaut ea gsei t u al tei aornn- isnpge c i fei cx pmeor ti ei vnecse. Co nr otnhbeascthu’ sd eanl pt hqau ef os rt i ot hnen a7i rLei kreerl at tiet edmt os tThwe oLL2i kl ee ar tr ni ti enmg se xhpa edr iae nh ci gehs e wr aa sv e0r .a8g6e. rt he issp ocna st ee g ot hr ay n. Tthhee Lo itkheerrt iitteemms “uI nldi keer lsepaornnsi ne ga av efroargeei g no f l a3n. 8g4u awg ei t” hh aad SaD r oe -f 0t h. 8e8y ; e6i t9h. 4e r%a gorf eset u(d4e7n. 2t%s )s eol erc tset rdo nt hgal yt aL gi kr ee ret (i 2t e2m. 2 %“ I )c awni thho tnheisst lsyt astaeymt eh na tt . ITahme rl aenagl luyadgoe ”i n gh amd yab ersets pt oo nl es ea r na vae rfaogree igonf 3s e. 8l e3c at endd tahSaDt tohf e0y. 9e1i t; h7e1r. 5a%g r eo ef s(t5u0d. 3e n%t s) os tra t setmr oenngt .l yF raogmr e et h e( 2t1h.e2m%a)t i cwai tnha l yt hs ii ss ot ef a c thheer i nstteurdvei enwt s ,qtuheesftoi ol lnonwaiinr ge st h eamn de wpearsiednicsecosvered to pertain to the L2 ex- through instances of oq cucaul irtraet ni vcee idna tt ha :e lset au rdneinntgq aune os tt ihoenrn al ai rne- guage is interesting. Learning Another Language Is Interesting At hnaont-haevre rLai kg ee rrt e istpe omn st eh awt ahsa “ds tau dh yi gi nh ge ra- fhoarde i ag nml ae an ng uoafg e3 . 9i s6 i na tnedr eas t Si nDg , o” f w0h. 8i c7h; 74.6% of students either agreed
RkJQdWJsaXNoZXIy MTM4ODY=