Literaturnachweis - Detailanzeige
| Autor/inn/en | Yashima, Tomoko; Nishida, Rieko; Mizumoto, Atsushi |
|---|---|
| Titel | Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves |
| Quelle | In: Modern Language Journal, 101 (2017) 4, S.691-711 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Beliefs; Structural Equation Models; Student Attitudes; Second Language Learning; Gender Differences; Foreign Countries; Comparative Analysis; College Freshmen; Questionnaires; Learning Experience; English (Second Language); Language Tests; Japan; Test of English as a Foreign Language |
| 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. (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 |
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