The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth

Autor/inn/en	Sasaki, Miyuki; Kozaki, Yoko; Ross, Steven J.
Titel	The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth
Quelle	In: Modern Language Journal, 101 (2017) 1, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12381
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; Teaching Methods; Student Attitudes; English (Second Language); Reading Ability; College Students; Occupational Aspiration; Hierarchical Linear Modeling; Foreign Countries; Language Proficiency; Mixed Methods Research; Achievement Gains; Peer Influence; Japan + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Reading competence; Lesekompetenz; Collegestudent; Berufsneigung; Berufsziel; Ausland; Language skill; Language skills; Sprachkompetenz; Achievement gain; Leistungssteigerung
Abstract	This study explores the effects of various motivational variables operating within 44 English classes on 1-year-long gains in the English reading proficiency of 1,149 Japanese university students. The study adds new knowledge to the recent outcomes of second language (L2) motivational studies in 3 major ways. First, the explanatory variables include the participants' own motivation as well as the class norms ("ethos") shared by class members, some of which (e.g., career aspirations) were not directly related to their L2 learning. Second, multi-level modeling enabled a simultaneous analysis of L2 proficiency growth over 1 year at both the individual and the class levels. Third, its explanatory sequential mixed methods design (Cresswell, 2014) demonstrated how the participants' own accounts help to explain the initial quantitative results in ways the researchers' outsider speculations could not. The statistical results indicate that the 44 classes grew in L2 reading abilities at significantly different rates over the year and that these differences can be explained by the students' perceptions of their classmates' normative career aspirations (among other predictors). These results suggest that being surrounded by classmates with high career aspirations may lead to higher motivation to study the L2 even if students are not highly motivated in the beginning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01