This study aimed to examine to what extent Turkish EFL learners’ L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5 th , 6 th , 7 th and 8 th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants’ level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students’ intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.

中文翻译：

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中学英语学习者学习语言的动机

这项研究旨在检验土耳其英语学习者的L2动机倾向（理想的L2自我，应该L2自我和语言学习经验）在多大程度上预测了他们打算进行的语言学习努力。该研究是从定量角度设计的，参与者被给予了一种综合手段。该研究在土耳其的国立中学进行，参与者为254名学生，其中包括5年级，6年级，7年级和8年级的学生。结果表明，土耳其语初中学生在所有L2动机变量上得分都很高。然而，统计分析表明，参与者的L2自我应有水平明显高于他们理想的L2自我水平。还可以看到，当参与者变老时，他们应该接受的L2自我水平似乎表明存在下降的趋势。此外，研究结果还表明，根据分层多元回归分析，发现中学生学习语言的预期努力主要是由语言学习经验预测的，然后是L2自我，最后是理想的L2自我。结合文献中的L2动机自我系统研究对结果进行了讨论，得出的结论是，有利于L2自我的结果可能暗示土耳其中学EFL学生的语言学习过程中存在同伴或社区压力上下文。然后，根据分层多元回归分析，应该选择L2自我，最后是理想的L2自我。结合文献中的L2动机自我系统研究对结果进行了讨论，得出的结论是，有利于L2自我的结果可能暗示土耳其中学EFL学生的语言学习过程中存在同伴或社区压力上下文。然后，根据分层多元回归分析，应该选择L2自我，最后是理想的L2自我。结合文献中的L2动机自我系统研究对结果进行了讨论，得出的结论是，有利于L2自我的结果可能暗示土耳其中学EFL学生的语言学习过程中存在同伴或社区压力上下文。