Vol. 8 No. 1 Fry • 109 twhheemrseetlvhees FLtrthaveeyliwngere tsotudcyoinugntwriaess se pr aogkee n ws taus d3e. n9 t0 , wahgi rcehesdh o wweidt ht h e tahve- st ht aetreemi es nat , lbaur gt et hsep rSeDa do f o1f . 0s 9t u sduegngt e rs et s- stopostnrsoensgrlaynaggirnegef.rom strongly disagree Ought-to L2 Self Ct hreo ni nbtaecrhn’asl arlepl hi aabwi l iat sy 0o .f6t3h ewohui cghh ts-ht oo wL 2s LL ii kk ee rr tt iitteemmss mi sa yp onoort, mmeeaasnuirneg t ht heast a tmh ee tLh2i nsge lwf h( Wi c ha gi nn etrh, i s2 0c a1s0e) . i sI tbheel ioeuvge htt h- tios wi t eams sc at hu as et dh abdy hti wg hoe ro ua vg eh rt -atgoe Lr 2e s Lp ioknesret scores than the other Likert items wT hi teh i nl o wt h eC rooungbhatc- ht o’ s La2l psheal f mc aatye g aolrsyo. pc ooui nl dt bt oe aa pc oo ni nf to ou fn fdui rntgh evra rr ei asbe laer, cwh .hBi cuht tbhyi sKaogrrme eoss w, Ji.t h& t hCes irzeésre, aKr .c h( 2p0e0r 8f o) r mw he do ed xi fpf irceuslst etdo tahs ac te rtthaei n o. Hu gohwt -etvoe rL, 2t hsee ltfwios oe ruagghets- tsoeLe 2mLtiok esrutpi pt eomr ts twh ei t ho uhgi ghht -et ro aLv2- squube -stthi oe nmneasi r de i s cqouvael ri teadt i vi ne t hr ee s sptoundseens t: tc he ei v oe ud gohut -gt ho t L- t2o sscehl fo of ol rs epl of pa nu lda rt hi t ey paenrd- utility of the language. The Ought-to L2 School Self Of unt ul yr e1 6v .i0s %i o no pf es rt ut adi enni nt sg et ox pt rheesi sr eedd au cFaL- ts itound, eeni tt hs ewr ehrieg ha sskcehdo wo l hoyr tchoel yl e wg ee. rWe thaekn- ing a language, 27.5% of them ri te ws paosnf do er dc ot hl l ae tg iet iwn at sh feofruht ui grhe . s9c 3h .o0o%l , oorf tqhuee s st itoundneanitrse wb ehl ioe vreeds pt ho ne yd ewd i l lt og ot ht oe cr eo sl lpeog ne s ae f tt oe rt hhei gLhi ksecrht oi ot el .mT “hset uadvyei rnagg ae fhoi gr ehi gsnc hl aonogl ”u awg ea si s4e. 1n3c owu rhaigc ehd i sb y1m. 1 3y h8 i2g. 9h %e r otfh asnt u dtehnet s neeiut ht rearl argersepeodn soer; ss throown gi nl yg tahger eaevde r wa gi et h s ttuhdi se n st t ab teel mi e ve enst tmh ee ny df ee de l bl iyk et ht eh iery ht iagkhi nsgc ha oFoLl . i As lrl etchorme e- Fa LF tLe ai sc heenrcso vu er ar igf ei edd bt yh atth teh hr ei gehy se cahr so oolf, bd uo et si t riesq nu oi rte r es tquudi reendt s. Tt oh et ahki geht ws coh-ot oo-l twharye et ohf uu ml f ial lntiht iies sr ecqrueidrietms . eTnht ei s be aystiaeks t- ipnegr ay eF aL r, acso imt gp iavreesda t sot ua dheanl ft ca rfeudl li tc frreodmi t hy euamr aonf i tai eFsL , eilte chtai vs ebse. e An f toebrs etrhvee dt ht hi radt mp raongyr asmt u. d eI nn t s Admr oepr ioc ua nt o fhtihg eh l asncghuoaogl es w“ uhs euna lal ys tound etnhted eacdi dv iecse t oo tf a kpea rae FnLt si t oi sr ci tofuonr sceol lol er sg, ewe hn ot r as un gc ge ”e s( tE gt hneayt zw, 2i l0l 1n8e, epd. 6b e9 s) t. Ts hu em omuagrhi zt -et do Lb 2y st chhi so os lt us de lef nct a’ sn rbee- sepnoc onus er a: g e“ [dt abkyi ncgo l lae g eFsL ]a s iws e lsl t raosntghl ye high school.” The Perceived Ought-to Self for Popularity and Utility of the Language TF rheen c thwt oe a cShpearnsitsaht e tt ehaact hset ur sd e na nt sdg r tahve- itate toward taking Spanish due to its
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