Studies in the field of language teaching and learning point to motivation as an important factor for success in learning, since it constitutes the driving force of the learner during the long process of learning. Motivation has increasingly been characterized as a dynamic and complex phenomenon, which involves, among other aspects, the individual’s view of the self as a learner and as a speaker of the target language. With this in view, this research aims to investigate the relationship between the learner's view of his L2 self and the influence of motivational agents in the emergence of possible selves within their L2 motivational self system. In order to do so, this work was based on the theoretical framework of the socio-dynamic phase of motivational studies, such as the relational view of motivation, self and context (USHIODA, 2009), the L2 Motivational Self System (DÖRNYEI, 2009) and the view of motivation as a complex dynamic system (HENRY, 2015). The theories of the socio-dynamic phase offer a new perspective of investigation and analysis of the motivation in a systemic view, which emphasizes the multifaceted character of this construct. A qualitative interpretative longitudinal research was conducted in the form of a case study carried out over eight months. Ten undergraduate students
pursuing a Bachelor’s Degree in Tourism of the Universidade Federal do Pará (UFPA), in Belém, were investigated. Data were generated through learning narratives, open and closed questionnaires, and interviews. Each instrument used consisted in one of the phases of this study. Results present evidence of the influence of four groups of motivational agents, namely teachers, family, friends and classmates, on the dynamics of learners’ possible selves. Among the dynamic processes observed, there were changes in elaboration and vividness of image of the ideal self, as well as in its availability and accessibility; and changes triggered by the
interaction with other self-concepts. The main sub-processes observed were social comparison (characteristics of motivational agents the learner would like to have), changes in learners’ selfperception, self-assessment and reinterpretation/re-signification of past and ongoing learning experiences. The agents influenced learners’ L2 motivational self system either by triggering changes in the image of the ideal self or by activating it, as well as by bringing up the responsibilities and commitments held by the ought-to self image.
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