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This paper reports the results from an exploratory study which tested for Japanese junior high school student self-determination theory-based (SDT) motives toward EFL learning (N = 140), plus confidence, anxiety, and willingness to communicate in EFL (EFL WTC; N = 120). The purpose of this paper is to show the influence of the Ideal L2 Self items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly, a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = &lt; .01) negative influence on anxiety and a stronger positive, statistically significant (P = &lt; .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal L2 Self theory.本論は、日本の中学生140人を対象に、自己決定理論SDTに基づくEFL学習への動機と、外国語としての英語EFLでのコミュニケーションへの自信、不安、意欲WTCを分析した予備的研究報告である。本論の目的は、不安や自信への「目的言語を駆使する理想的な自分像Ideal L2 Self」と、英語の知識獲得への内発的動機IM知識の影響を検証することである。SDTとWTC従属変数の回帰分析を行った結果、SDTの調査では、学習者は英語が堪能になることに意欲を示した。これは将来の目標への動機づけすなわち理想の英語学習の自己に関連する3つの項目の平均値の高さからわかる。WTCの調査では、英語を話すことへの自信と意欲が低く、英語使用への不安を示した。コミュニケーションへの意欲WTCにおける理想学習者像の影響を調査するために、SDTとWTC下位尺度の回帰分析を行った従属変数-WTC。よって、理想学習者像項目、IM知識、不安、自信、およびFL WTCの構造方程式モデルSEMを作成した。SEMの調査の結果では、理想自己は、不安に対しては統計的に強い負の有意性P = &lt; .01、またIM知識と信頼内とWTCには統計的により強い正の優位性P = &lt; .01を示した。IM知識とWTC間の相関関係はなかった。本論では調査結果をDörnyei 2005の「理想的な学習者像」理論との関連において論じる。

Japanese JHS students’ Ideal L2 Selves: Confidence, anxiety, and willingness to communicate