scholarly journals L2 Motivation

2021 ◽  
Vol 13 (1) ◽  
pp. 409-426
Author(s):  
Anna Martinović ◽  
Irena Burić
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Learning ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Learning Success ◽  
English Second Language ◽  
The Future ◽  
L2 Learning

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

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.

Investing in the future: Korean early English education as neoliberal management of youth

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 277-297 ◽  
Author(s):  
Sohee Bae ◽  
Joseph Sung-Yul Park
Keyword(s):  
Language Learning ◽  
Capital Accumulation ◽  
English Language ◽  
English Education ◽  
Essential Element ◽  
The Self ◽  
English Language Learning ◽  
The Future ◽  
Capital Development ◽  
Early English

AbstractThis paper examines how entrepreneurial visions of the future contribute to neoliberalism’s appropriation of language learning as a strategy for capital accumulation. Taking as an example South Korea’s heavy investment in children’s English language learning – commonly known as early English education (yeongeo jogi gyoyuk) – it discusses how affective conditions of anticipation (Adams, Murphy and Clarke. 2009. Anticipation: Technoscience, life, affect, temporality. Subjectivity 28(1). 246–265.) may serve as a basis for rationalizing the incorporation of language learning as an essential element of entrepreneurial visions of the self. Based on examples from the discourse of the Korean private English education market and ethnographic observations from early study abroad (jogi yuhak) families in Singapore, we show how the English language learning of young children in the Korean context was framed and justified as an investment in the future. We then discuss how parents’ hopes and fears about their children’s future played a major role in transforming English language learning into a matter of neoliberal anticipation. We conclude by considering how this affective orientation to the future inherent in early English education may serve as a juncture for critiquing the entrepreneurial vision of the self that underlies the logic of human capital development.

scholarly journals Language learning apps or games: an investigation utilizing the RETAIN model

2016 ◽  
Vol 16 (2) ◽  
pp. 209-235 ◽  
Author(s):  
Glenda A. Gunter ◽  
Laurie O. Campbell ◽  
Junia Braga ◽  
Marcos Racilan ◽  
Valeska Virgínia S. Souza
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
English Language ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
English Language Learning ◽  
Ubiquitous Learning

Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008). The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.

scholarly journals Identity, Motivation and English Learning in a Japanese Context

2017 ◽  
Vol 7 (4) ◽  
pp. 18 ◽  
Author(s):  
Nooshin Goharimehr
Keyword(s):  
Language Learning ◽  
English Language ◽  
Influencing Factor ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Self Confidence ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
Integrative Motivation

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

scholarly journals Modern Techniques of English Language Learning using Education 4.0

2020 ◽  
Vol 8 (4S4) ◽  
pp. 73-76
Keyword(s):  
Language Learning ◽  
Scoping Review ◽  
English Language ◽  
English Language Learning ◽  
The Future

English Language learning is an important one in this globalised world. The objective of this paper is to review the articles related to English Language Learning using Education 4.0. The authors have used a scoping review method for analysing previous studies. This review result declares the gaps in the research, and it also emphasises the future scope for further research.

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