The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time

Autor/inn/en	Campbell, Elizabeth; Storch, Neomy
Titel	The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time
Quelle	In: Australian Review of Applied Linguistics, 34 (2011) 2, S.166-192 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Second Language Learning; Learning Motivation; Educational Environment; Chinese; Longitudinal Studies; Case Studies; Interviews; Learning Experience; Goal Orientation; Learning Theories; Self Concept; Second Language Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; China; Chinesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lernerfahrung; Zielorientierung; Zielvorstellung; Learning theory; Lerntheorie; Selbstkonzept; Fremdsprachenunterricht
Abstract	Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners' motivation to learn Chinese as a second language (L2). The study was longitudinal and cross sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dornyei's (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2. (Contains 1 endnote and 8 tables.) (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10