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Abstract Abstract: To investigate the interplay between psychological, cognitive and emotional factors in L2 learning behavior, the present study, through a questionnaire survey among 365 subjects, probed into the relations between L2 Motivational Selves (L2MS), Intolerance of Ambiguity (IA) and Willingness to Communicate (WC) via Structural Equation Modeling. It was found that: 1) among the three components of L2MS, Ideal L2 Self and L2 Learning Experience positively affected WC while Ought-to L2 Self was negatively related to WC, with IA playing a significant mediating role; 2) influenced by overdue attention to correctness of language in use in China’s ESL teaching, students who were characterized by Ideal L2 Self and Ought-to L2 Self were less tolerant of ambiguity; 3) ESL learners who were less tolerant of ambiguity were less willing to communicate. It is suggested that a more positive L2 image and a reduced intolerance of ambiguity will arouse the willingness to communicate.
Key words: L2 motivational selves; intolerance of ambiguity; willingness to communicate
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