Beyond Questionnaires

2004 ◽  
Vol 143-144 ◽  
pp. 89-107
Author(s):  
Bayram Peköz
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Motivation ◽  
Self Report ◽  
Target Language ◽  
Psychological Approach ◽  
Educational Approach ◽  
Observation Scale ◽  
Language Learning Motivation ◽  
Attitude And Motivation

Abstract The aim of this study was to investigate language learning motivation within an educational approach. Within this framework, the present study investigated learners’ actual classroom motivation as opposed to GARDNER’s (1985) self-report motivation. Two AMES (Adult Migrant English Service) classes were observed for 11 weeks each, totalling 72 hours altogether. The observations were carried out through an observation scale designed to rate learners’ motivation. A questionnaire which was based on GARDNER’s (1985) ‘Attitude and Motivation Index’ was also administered to test Gardner’s socio-psychological approach to second language (SL) motivation. The study confirmed the hypotheses, which had predicted that there was no relationship between a) attitudes towards the target language commulllty and actual classroom motivation; and b) self-report motivation and observed classroom motivation.

scholarly journals Attitude and Motivation in Learning a Local Language

2018 ◽  
Vol 8 (1) ◽  
pp. 105 ◽  
Author(s):  
Mulyanto Widodo ◽  
Farida Ariyani ◽  
Ag. Bambang Setiyadi
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Individual Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Local Language ◽  
Language Learning Motivation ◽  
Attitude And Motivation

Some studies have been conducted to relate motivation with second /foreign language learning. Belmechri and Hummel (1988) introduced intensity and desire in exploring motivation in the acquisition of a second language. In some studies motivation was classified into integrative and instrumental (Gardner and Lambert, 1972; Ely, 1986; Oxford and Shearin, 1994; and Sung and Padila, 1998), while some other studies motivation was classified into extrinsic and intrinsic (Dornyei (1994; Ramage, 1990; and Noels et al. 1999). Unlike the concept of motivation introduced by Oller et al.(1977 and Spolsky ( 1969), who did not separate attitude from motivation in language learning motivation in language learning in the study is separated from attitude. This study attempted to investigate how individual differences with regard to attitude and motivation are correlated in language learning. The participants in this study consisted of 75 students of a university in Indonesia who have been learning Lampungese language, a local language, since Elementary School. The data of attitude and motivation, which were collected through questionnaires, were analyzed by undertaking correlation analyses. The findings show that attitude and motivation was significantly correlated. The pedagogical implications were also provided in this study.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

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’.

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 INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

2021 ◽  
Vol 18 (48) ◽  
pp. 337-350
Author(s):  
Anica Radosavljević Krsmanović ◽  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
Target Language ◽  
English Language Learning ◽  
Language Community ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners

2020 ◽  
Vol 4 (3) ◽  
pp. 27
Author(s):  
Siti Faridah Kamaruddin ◽  
Ting Hie Ling ◽  
Aisyah Nazamud-Din
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Quantitative Research ◽  
Rapid Development ◽  
Learning Motivation ◽  
Quantum Leap ◽  
Language Learning Motivation ◽  
Mandarin Language

English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.

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