Chan, Letty2014-02-042014-02-042013-10Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 3, pp.397-4182083 5205http://hdl.handle.net/10593/10020Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér & Lukács, 2010; Dörnyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a Brit- ish university. The main research focuses on examining how imagery was em- ployed to stimulate the participants’ L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achieve- ments based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individ- uals’ desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.enimagerymotivationidentityideal L2 selfArtykuł