The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

Autor/inn/en	Mori, Yoshiko; Calder, Toshiko M.
Titel	The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
Quelle	In: Foreign Language Annals, 48 (2015) 4, S.730-754 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12159
Schlagwörter	Vocabulary Development; Japanese; Language Proficiency; English (Second Language); Second Language Learning; Role; High School Students; Questionnaires; Student Attitudes; Regression (Statistics); Bilingualism; Language Tests; Student Characteristics; Native Language Instruction; Heritage Education; Self Concept; Career Choice; Academic Aspiration; Higher Education; Preferences; Foreign Countries; Individual Differences; United States + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Japaner; Japanisch; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Rollen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Schülerverhalten; Regression; Regressionsanalyse; Bilingualismus; Language test; Sprachtest; Native language education; Muttersprachlicher Unterricht; Selbstkonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Individueller Unterschied; USA
Abstract	This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. One hundred sixteen high school students ages 15-18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component analysis identified six motivational factors: preference for Japan, Japanese heritage, no choice, career orientation, American identity, and positive perceptions. The students highly rated career orientation, positive perceptions, and Japanese heritage as reasons to learn both languages. Regression analysis revealed negative effects of American identity and career orientation on L1 Japanese vocabulary knowledge and a positive impact of positive perceptions on second language (L2) English proficiency. The students' college plans were highly related to the motivational factor of preference for Japan. In sum, bilingual competence can be related to motivational factors, and individual differences in bilingual proficiency among young learners of Japanese as a heritage language can be, at least partially, accounted for by socio-psychological factors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01