Exploring L2 Motivation Through Dynamic Systems Theory: A Critical Analysis and Implications for ELT Practices

In recent decades, there has been a shift in Second Language (L2) motivation theory towards a more culturally dynamic approach.This transition underscores the interaction of various factors that make the L2 motivational landscape complicated with a series of mechanisms.By critically evaluating the usefulness and limitations of integrativeness as a theoretical instrument in facilitating successful Second Language Acquisition (SLA), and revisiting Dörnyei's L2 motivation framework through the lens of Dynamic Systems Theory (DST), this paper argues that in current global contexts, the utility of integrativeness in bolstering L2 motivation is considerably constrained.Additionally, it analyzes the compatibility between L2 learning motivation and DST, incorporating insights from Dörnyei's motivational framework in conjunction with DST to enhance the understanding of L2 motivation that reflects its complex and dynamic nature.This perspective aims to help L2 language learners identify improvement strategies and offers implications for promoting effective L2 instruction in English Language Teaching (ELT) practices.