Imagined selves and L2 learning motivation among middle-aged women

The experiences of Middle Eastern women

Authors

  • Haifa Al-Nofaie Taif University Author

DOI:

https://doi.org/10.1558/sols.33348

Keywords:

L2 motivation, poststructuralism, investment, imagined self, imagined community

Abstract

This case study aims to understand what motivates mid-aged women from the Middle East to learn English. The study builds on Norton's (2000) concepts of investment. The study included three female participants in their 40s and 50s who had different life experiences and motives for learning English. Participants' narratives and researchers' observations were used for data collection. It was found that these women learn English during their middle-age years in order to empower themselves. In addition, participants' efforts for learning English were highlighted in relation to their future identities. It is hoped that this study will encourage linguists to investigate the issue of Middle Eastern females' identities and language learning motivation to widen the scope of motivation theories.

Author Biography

  • Haifa Al-Nofaie, Taif University

    Dr Haifa Al-Nofaie is an associate professor of applied linguistics at Taif University, Saudi Arabia, and a fellow of the Higher Education Academy, United Kingdom. Her research interests include bilingualism, language learning motivation, and teaching English through critical thinking pedagogies. She has presented research papers and workshops at international conferences in Europe and the Middle East and has published some research studies.

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Published

2019-05-02

Issue

Section

Articles

How to Cite

Al-Nofaie, H. (2019). Imagined selves and L2 learning motivation among middle-aged women: The experiences of Middle Eastern women. Sociolinguistic Studies, 12(3-4), 503-521. https://doi.org/10.1558/sols.33348