نسیم قنبری

D?rnyei’s second language (L2) motivational self-system, which has recently become the major incentive for researchers to bring the self-concept to the focus, considers the two dimensions of self-images (i.e., ideal L2 self and ought-to L2 self) as influential elements in L2 learners’ success. Besides, the effective use of communication strategies (CSs) cannot be ignored in easing L2 learning process. By integrating the two notions of the self along with CSs, the present study investigated the relationship of ideal L2 self, ought-to L2 self, and CSs among Iranian upper-intermediate learners. To this end, a total of 100 Iranian upper-intermediate learners were selected randomly from several English institutes in Bushehr. Correlational analyses were implemented on the data. The results of correlational analyses revealed that Iranian upper-intermediate learners’ ideal L2 selves is an influential motivational process on CSs. Considering the first variable, ideal L2-self demonstrated significant correlations, first, with speaking strategies; and second, with listening strategies. In contrast to the first variable, ought-to L2-self indicated negative correlation with CSs. Regarding the second notion of selves, two negative correlations were found between ought-to L2 self and speaking and listening strategies. Finally, the findings of the present study point to an important pedagogical conclusion that constructing a stronger and more vivid visualization of ideal L2 selves in EFL learners will trigger their proper use of CSs. In this case, the process of L2 learning will be more beneficial for EFL learners.