L2 Narrative Identity as Drama: Exploring Links Between L2 Learning Experience and the Ideal L2 Self

Recent studies elaborating on the L2 learning experience component of Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark new direction in motivation research. This paper extends this work by exploring connection between and ideal self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially an EFL environment such as Japan, where learners may lack well-defined goals for their English beyond university entrance, investigations into role developing selves can offer practical value both teachers alike. Adopting perspective (Dörnyei & Ryan, 2015), study portrays case Japanese pre-service elementary school teacher. Qualitative data was collected her participation undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected dynamics related overarching self: one professional personal. Evidence is discussed tracing self-conceptualizations back key episodes experience. An important functional interrelation suggested development self-guides.