Literaturnachweis - Detailanzeige
| Autor/inn/en | Yashima, Tomoko; Nishida, Rieko; Mizumoto, Atsudhi |
|---|---|
| Titel | Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves. |
| Quelle | In: The modern language journal, 101 (2017) 4, S. 691-711 |
| Beigaben | Anhang; Abbildungen 4; Anmerkungen 2; Tabellen 3 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Einstellung (Psy); Persönlichkeit; Geschlechtsspezifischer Unterschied; Grammatik-Übersetzungsmethode; Kommunikativer Ansatz; Hochschule; Japan |
| Abstract | This study investigates 3 unexplored issues regarding Second Language (L2) Motivational Self System theory. It further validates the theory using multiple structural equation modeling (SEM) along with a procedure comparing the strength of corresponding paths. Japanese university freshmen (N = 2,631) responded to a questionnaire and took the TOEFL-ITP test. Results showed the following: (a) Stronger Ideal and Ought-to L2 self visions led to intended effort, accounting in turn for higher levels of objectively measured proficiency. (b) Two types of learner beliefs reflecting L2 learning experience-Communication Orientation (the tendency to value extensive use of language) and Grammar-Translation Orientation (the tendency to value learning grammar explicitly)-influenced the 2 future selves differently. The former affected Ideal self more than Ought-to self, while the reverse was true of the latter. (c) Women's greater tendency to value communication activities influenced their stronger vision of Ideal L2 self. A stronger link between Grammar-Translation Orientation and Ought-to self in male students than in female students was found. Finally, the etic approach using SEM allowed for a comparison of studies conducted in different sociocultural contexts, showing stronger motivating power for Ought-to self in Japan along with gender differences, a finding with context-specific explanations. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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