scholarly journals English as a Vocational Passport: Japanese Medical Students and Second Language Learning Motivation

2021 ◽  
Vol 12 (1) ◽  
pp. 8
Author(s):  
Bryan J. Mathis ◽  
Thomas Mayers ◽  
Flaminia Miyamasu
Keyword(s):  
Second Language ◽  
Medical Students ◽  
Language Learning ◽  
Japanese Patients ◽  
Learning Motivation ◽  
Study Materials ◽  
Language Learning Motivation ◽  
L2 Learning ◽  
International Posture ◽  
High Degree

Recently, Japanese medical students are expected to acquire a high degree of English proficiency with the tacit understanding that it will feature in their future profession through interactions with non-Japanese patients and/or engagement with medical research. However, to the best of our knowledge, the motivation of Japanese medical students to learn English as a second language (L2) has not been studied. Using quantitative and qualitative questionnaires, we investigated the L2 learning motivation of second-year Japanese medical students and the degree to which the students have international posture, i.e., their awareness and openness to internationalization. The results revealed that the students were primarily instrumentally and vocationally motivated; in other words, their chief motivation for L2 learning came from an understanding of the usefulness of L2 proficiency for their future profession. The results also showed that the students had strong international posture, as evidenced by a deep desire to communicate internationally and an understanding of the role of English as a tool for global communication. The findings suggest that, to sustain or improve L2 learning motivation, educators should employ study materials that are pertinent to students’ future needs and professions.

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 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 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.

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.

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.

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