scholarly journals What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies

2003 ◽  
Vol 25 (1) ◽  
pp. 86 ◽  
Author(s):  
Kay Irie
Keyword(s):  
University Students ◽  
Language Learning ◽  
Goal Orientation ◽  
Target Language ◽  
Performance Goal ◽  
Japanese University ◽  
Performance Orientation ◽  
Utilitarian Value ◽  
Integrative Motivation ◽  
And Performance

This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in communicating with native speakers of the target language. While performance orientation may be important, mastery orientation has been shown to relate more strongly to the use of strategies. The review also demonstrates the relevance and limitations of these constructs. 本論では１９９０年以降に発表された日本人大学生の言語学習モチベーション(L2motivation) に関するアンケート調査（日本語で発表されたものを含む）の報告にみられる傾向を検証する。理解を助ける為、二組の概念が用いられる。一つはすでによく知られているガードナーの道具的及び統合的動機、もう一つは比較的新しいマスタリーとパフォーマンス志向である。先行研究によると日本人学生は英語学習の道具的な価値を認め、旅行やNSとの交流に興味を持っていることがわかる。パフォーマンス志向の存在が認められるもののマスタリー志向の方がより強く学習ストラテジーの使用と関連性があると報告されている。本稿ではこれらのモチベーション概念が日本人大学生の動機づけを理解する上での妥当性及び限界考察する。尚、因子分析の役割と現在の言語学習モチベーションについても言及する。（３７４字）

Do Opposites Attract?

2019 ◽  
pp. 2015-2035
Author(s):  
Mark R. Freiermuth ◽  
Hsin-chou Huang
Keyword(s):  
University Students ◽  
Language Learning ◽  
Small Groups ◽  
English Language ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Esl Teachers ◽  
Japanese University ◽  
Academic Interests

This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real” target language opportunities for communication.

Do Opposites Attract?

2015 ◽  
Vol 5 (2) ◽  
pp. 40-57 ◽  
Author(s):  
Mark R. Freiermuth ◽  
Hsin-Chou Huang
Keyword(s):  
University Students ◽  
Language Learning ◽  
Small Groups ◽  
English Language ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Esl Teachers ◽  
Japanese University ◽  
Academic Interests

This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real” target language opportunities for communication.

scholarly journals Promoting Student Intercultural Communicative Competence in the Japanese Context

2020 ◽  
Vol 2019 (1) ◽  
pp. 321
Author(s):  
Adam Christopher
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Instruction ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Japanese University ◽  
Positive Attitudes ◽  
The Impact

The impact of culture on language has been acknowledged for many years (Vygotsky, 1962) as well as how local culture may influence the communication strategies and interactions of EFL learners. Since intercultural communicative competence is the key to such communication, I investigated the perceptions of Japanese university students of integrating American and British cultural activities with language learning both in and outside of the EFL classroom. Data were collected through a questionnaire administered to 78 university students. The results suggest that students had positive attitudes and an interest in developing further understanding of the target language culture both in and outside of class. Furthermore, they believed that the target language culture should be incorporated in the teaching of foreign languages. Therefore, this study highlights the need for integrating the teaching of culture with language instruction into the curriculum in the Japanese context. 言語に対する文化の影響は、長年にわたって広く認識されている（Vygotsky、1962）。同様に、地域の文化がEFL学習者のコミュニケーション戦略と交流にどのように影響するかについても広く認識されている。したがって、異文化コミュニケーション能力は、国際コミュニケーションを成功させるための重要な要素である。本研究では、大学生のEFL教室と授業外での米国及び英国の文化活動と語学学習の統合に対する認識を調査している。調査は、日本の大学の78人のEFL大学生に実施された。結果は、生徒がクラスの内外で対象言語の文化を理解することに前向きな姿勢と関心を示したことを示唆している。さらに、彼らは対象言語の文化が外国語の授業に組み込まれるべきであると信じていた。したがって、この研究は、日本の実情に即して、文化と言語を統合的に教える必要性を強調している。

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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 Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

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