Reconceptualizing L2 motivation theory: Vygotskian activity theory approach

Abstract

This position paper explores the possibility of integrating Vygotskian Activity Theory (AT) into second language (L2) motivation research. Previous literature in this area has presented three shortcomings: conceptual inconsistencies, paradigmatic conflicts, and methodological limitations. AT is presented as an alternative framework to remedy the current situation in L2 motivation theories whereby reductionistic paradigms are still preferred. It is argued that this theoretical framework allows for contextual specificities and the dynamically evolving nature of L2 motivation to be sufficiently investigated. Exemplary research from AT perspectives is presented in order to reconceptualize L2 motivation as a socially mediated artefact (Sivan, 1986; Ushioda, 2003) rather than merely an individual psychological phenomenon.

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