scholarly journals Language learning motivation through a small lens: A research agenda

2016 ◽  
Vol 49 (4) ◽  
pp. 564-577 ◽  
Author(s):  
Ema Ushioda
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Motivation ◽  
General Level ◽  
Learning And Teaching ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
Teacher Researchers ◽  
Level I

In this paper I propose an agenda for researching language learning motivation ‘through a small lens’, to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of second language acquisition (SLA) or particular features of linguistic development. Keeping the empirical focus narrow may also lead to interesting and illuminating analyses of motivation in relation to particular classroom events or to evolving situated interactions among teachers and learners. I propose a number of possible research tasks that might be undertaken by experienced researchers, teacher-researchers or student-researchers wishing to investigate language learning motivation ‘through a small lens’.

Language learning motivation and CLIL

2015 ◽  
Vol 3 (1) ◽  
pp. 28-50 ◽  
Author(s):  
Liss Kerstin Sylvén ◽  
Amy S. Thompson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Motivation ◽  
School Level ◽  
High School Level ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
And Gender

Language learning is multifaceted, and within Second Language Acquisition (SLA) research, motivation is one of the most frequently studied aspects. The impetus of the current study is to further explore second language learning motivation as well as its impact on the language acquisition process within the context of Content and Language Integrated Learning (CLIL). This study uses Dörnyei’s (2009) framework of the L2 Motivational Self System from which the Motivational Factors Questionnaire (MFQ) has been created and validated by Ryan (2009). This study was conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N = 109) and non-CLIL programs (N = 68) at three different schools. In this paper, the subcategories of the MFQ are analyzed using one-way ANOVAs with CLIL/non-CLIL, L1, and gender as the independent variables. The results indicate that there are differences in attitudes and motivation of CLIL vs. non-CLIL students.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

Pragmatic awareness and second language learning motivation

2020 ◽  
Vol 26 (2-3) ◽  
Author(s):  
Unknown / not yet matched ◽  
Wei Ren
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Structured Interviews ◽  
Web Based ◽  
L2 Motivation ◽  
Model Combining ◽  
Language Learning Motivation ◽  
Pragmatic Awareness ◽  
Quantitative Results ◽  
Learning English

Abstract Motivation has an effect on the rate and success of second language (L2) learning. However, little is known about its role in students’ levels of L2 pragmatic awareness. This study investigated whether and to what extent students’ L2 motivation influences their pragmatic awareness. A total of 498 Chinese university students completed a two-part web-based survey (an appropriateness judgement task and a motivation questionnaire), of whom 12 were subsequently interviewed. The quantitative results show that pragmatic awareness correlates positively with attitudes towards the L2 community and the intended learning efforts. Moreover, a model combining the intended learning efforts, attitudes towards the L2 community and attitudes towards learning English can significantly predict pragmatic awareness. The analysis of semi-structured interviews reveals a mismatch between students’ immediate needs when learning English and outcomes of pragmatic acquisition, which may contribute to the absent correlation between overall levels of L2 motivation and pragmatic awareness.

scholarly journals Applied linguistics

2004 ◽  
Vol 37 (3) ◽  
pp. 208-210
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learners ◽  
Applied Linguistics ◽  
Relevance Theory ◽  
University Teaching ◽  
Annual Review ◽  
Learning And Teaching ◽  
Language Research

04–413 Biber, Douglas and Cortes, Viviana (Northern Arizona U., USA). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics (Oxford, UK), 25, 3 (2004), 371–405.04–414 Davies, C. E. (U. of Alabama, USA), Developing awareness of crosscultural pragmatics: The case of American/German sociable interactionMultilingua (Berlin, Germany), 23, 3 (2004), 207–231.04–415 Kaufman, Dorit.Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 303–319.04–416 Kern, Richard, Ware, Paige and Warschauer, Mark. Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 243–260.04–417 Liszka, S. A. (U. of London, UK; Email: [email protected]). Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research (London,UK), 20, 3 (2004), 212–231.04–418 McArthur, T. Is it world or international or globalEnglish, and does it matter?English Today (Cambridge, UK), 20, 3 (2004), 3–15.04–419 Ying, H. G. (U. of Colorado at Denver, USA; Email: [email protected]). Relevance mapping: a study of second language learners' processing of syntactically ambiguous sentences in English. Second Language Research (London,UK), 20, 3 (2004), 232–255.04–420 Zegarac, V. (U. of Luton, UK; Email: [email protected]). Relevance Theory andthein second language acquisition. Second Language Research (London, UK), 20, 3 (2004), 193–211.

scholarly journals Refugees’ L2 learning: new perspectives on language motivation research

XLinguae ◽  
2020 ◽  
pp. 64-80
Author(s):  
Monica Ortiz Cobo ◽  
Roman Kralik ◽  
Rosella Bianco
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Experience ◽  
Learning Motivation ◽  
Refugee Students ◽  
Motivation Factors ◽  
Self Confidence ◽  
Language Learning Motivation ◽  
L2 Learning

This study analyses the factors that influence the second language learning motivation of refugees in Italy. To do so, we have conducted an ethnography by making interviews and questionnaires to adult refugee students of the Italian language. The analysis of the data highlights that the peculiar migration experience of this type of students results in specific language learning motivation factors. Starting by the existing paradigm, we discuss the refugee second language (L2) learning motivation as composed by the following dimensions: Ideal L2 Self, Ought-to L2 Self, Social Distance, Learning Experience, Self-confidence, and Anxiety and Multilingual Self.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

scholarly journals Language Learning Motivation of EFL Learners in Japan-A Cross-Sectional Analysis of Various Learning Milieus

2001 ◽  
Vol 23 (1) ◽  
pp. 47 ◽  
Keyword(s):  
Social Psychology ◽  
Language Learning ◽  
Learning Motivation ◽  
Cross Sectional ◽  
Efl Learners ◽  
Affective Characteristics ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
Diverse Learning ◽  
Clear Shift

This study explores the types of language learning motivation possessed by Japanese EFL learners from diverse learning milieus. Research on L2 motivation has long been conducted within the paradigm of social psychology. However, the revival of interest in L2 motivation in the 1990s shows a clear shift to an educational focus in which L2learners' cognitive and affective characteristics and classroom considerations have become major areas of concern. Following this trend, the present study employed a 50-item motivational questionnaire based on several motivational components from educational and social psychology. The questionnaire was administered to 1,027 participants from various learning contexts. Exploratory factor analysis confirmed six motivational factors and the follow-up multivariate analysis of variance (MANOVA) indicated that some factors are characteristic of certain language learning milieus, while others are common to all situations. The results are discussed in terms of the motivational characteristics of EFL learners inJapan.

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