Michael Amory - Assistant Professor in TESOL / Applied Linguistics, Department of English, Oklahoma State University, Stillwater, USA https://orcid.org/۰۰۰۰-۰۰۰۲-۳۰۱۰-۲۷۹۱
Mariana Lima Becker - Assistant Professor at the Department of Educational Theory and Practice, University of Georgia, Georgia, USA

Research on motivation in second language (L۲) learning has progressed tremendously over the last several decades. Within the recent trend to investigate the socially situated context of motivation and the role of social processes in shaping individual L۲ motivation, Sociocultural Theory (SCT) and Complexity / Dynamic Systems Theory (CDST) stand out in their contributions. Although researchers have attempted to combine SCT and CDST, there is an ongoing debate in the field of Applied Linguistics regarding the general compatibility of these two traditions. This article consists of a critical literature and theoretical review concerning how SCT, focusing on Activity Theory (AT), and CDST, focusing on the L۲ Motivational Self System, address L۲ motivation. We argue that SCT and CDST appear to be compatible superficially, since both portray L۲ motivation as dynamic, complex, and arising through interactions between individuals and their environments. However, through a more in-depth examination, fundamental differences emerge not only in the context of L۲ motivation, but also in the guiding theoretical principles of each research tradition. Ultimately, and arguing from an SCT perspective, we offer a critique of CDST and posit that these theories are not commensurable in their view of L۲ motivation or in general.

Sociocultural Theory, complexity / dynamic systems theory, Activity Theory, Motivation