Variable Identities in Brussels. The Relationship Between Language Learning, Motivation and Identity in a Multilingual Context

2008 ◽  
Vol 29 (4) ◽  
pp. 291
Author(s):  
Evy Ceuleers
Keyword(s):  
Language Learning ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors

2017 ◽  
Vol 7 (12) ◽  
pp. 1308
Author(s):  
Xiaojing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Learning Motivation ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Language Learning Motivation ◽  
Survey Results ◽  
The Relationship

Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.

The language-learning self, self-enhancement activities, and self perceptual change

2012 ◽  
Vol 16 (3) ◽  
pp. 317-335 ◽  
Author(s):  
Richard Sampson
Keyword(s):  
Mixed Methods ◽  
Action Research ◽  
Data Collection ◽  
Language Learning ◽  
Self Regulation ◽  
Learning Motivation ◽  
Socially Constructed ◽  
Language Learning Motivation ◽  
Data Collection And Analysis ◽  
The Relationship

This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester, utilizing mixed-methods data collection and analysis. The results provide support for the assertion that initially inquiring with students as to their language possible self-images might assist the teacher to create more motivating lessons through self-enhancement activities. Furthermore, the article provides context-dependent evidence that assisting students to focus their language-learning possible self-images may positively affect motivation and bring a heightened recognition of self-regulation in language learning.

scholarly journals The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

2016 ◽  
Vol 4 (3) ◽  
pp. 86-102 ◽  
Author(s):  
Parisa Dashtizadeh ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Mediating Effect ◽  
Learning Motivation ◽  
Language Achievement ◽  
Efl Learners ◽  
Language Learning Motivation ◽  
The Relationship ◽  
Foreign Language Achievement

Abstract This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

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