Integrativeness and Intended Effort in Language Learning Motivation amongst Some Young Adult Learners of Japanese

Autor/inn/en	Kwok, Chung Kam; Carson, Lorna
Titel	Integrativeness and Intended Effort in Language Learning Motivation amongst Some Young Adult Learners of Japanese
Quelle	In: Language Learning in Higher Education, 8 (2018) 2, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2018-0016
Schlagwörter	Learning Motivation; Predictor Variables; Second Languages; Second Language Learning; Japanese; Foreign Countries; Adult Students; Evening Programs; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Prädiktor; Second language; Zweitsprache; Zweitsprachenerwerb; Japaner; Japanisch; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Evening studies; Evening class; Abendstudium
Abstract	Since the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners' motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners' intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01