L2 Motivation and Falling Language Enrollments in U.S. Higher Education: A Mixed Methods Case Study

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Autor/in	Williams, Sarah Ann
Titel	L2 Motivation and Falling Language Enrollments in U.S. Higher Education: A Mixed Methods Case Study
Quelle	(2022), (260 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3983-0
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Declining Enrollment; Beginning Teachers; Language Teachers; Higher Education; Systems Approach; Learning Motivation; Spanish; French; Semitic Languages; Japanese; Language Attitudes; English Only Movement; Social Bias + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Systemischer Ansatz; Motivation for studies; Lernmotivation; Spanisch; Französisch; Arabisch; Hebräisch; Japaner; Japanisch; Sprachverhalten
Abstract	Foreign language enrollments in U.S. higher education are falling at an unprecedented rate since the 1980s. This mixed methods case study sought to investigate this phenomenon by examining the motivational and attitudinal profiles of 89 beginning-level learners of foreign languages (Spanish, French, Arabic, Japanese) and the contextual factors (academic milieu, learning experience, socio-political discourse, ideologies) that characterize the ecosystem in which they are embedded. The research lens was informed by the Complex Dynamic Systems Theory (CDST) wherein complex phenomena such as motivation to learn foreign languages are seen to be shaped by the dynamic interplay of factors representing three nested levels of influence--micro-, the meso-, and macro-. The micro-level factors in this study were represented by theoretically-driven constructs drawn from two prevailing theories of L2 motivation: the Socio-Educational Model and the L2 Motivational Self-System. The findings revealed considerable overlapping between key constructs of the two frameworks, particularly with regard to the "ideal L2 self," "attitudes toward the target language" community, and "integrativeness." Findings with respect to the conflictive nature of the "ought-to L2 self" support initiatives to reformulate this construct or re-evaluate how it is operationalized in questionnaires. Although the "anti-ought-to self" is not an original component of the L2MSS, the findings in this study support previous research on native English speakers learning second/foreign languages indicating that it should be. For one, Spanish learners at the research site scored significantly lower on the "anti-ought-to self" than the other three language groups, thus indicating a more submissive (less reactive) profile than the other language learners. The fact that the majority of Spanish learners indicated they were enrolled strictly to satisfy language requirements supports this finding. Moreover, it was discovered that mean scores on the "anti-ought-to self" make it possible to predict who will choose to learn Spanish versus other languages at the research site. In addition, the results of the standard multiple regression analysis revealed that the amount of variance in "intended learning effort" accounted for by the "anti-ought-to self" exceeded that of any other single variable. In short, the inclusion of the "anti-ought-to self" in this study made it possible to discern a unique profile for Spanish learners in this study that otherwise may not have emerged. The qualitative data provided insight into meso- and macro-level factors in the learners' environment that help explain falling foreign language enrollments. The most important findings included faculty's perceptions as to the lack of administrative support for foreign language learning, the belief that falling enrollments are in part to be attributed to pervasive "English-only" linguistic ideologies that place little value on foreign language competence in the U.S., and differences in the language learning experiences between learners of Western versus non-Western languages. The negative impact of prejudice on L2 motivation emerged from these findings as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01