The Motivational Foundation of Learning Languages Other than Global English: Theoretical Issues and Research Directions

Autor/inn/en	Dornyei, Zoltan; Al-Hoorie, Ali H.
Titel	The Motivational Foundation of Learning Languages Other than Global English: Theoretical Issues and Research Directions
Quelle	In: Modern Language Journal, 101 (2017) 3, S.455-468 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Hoorie, Ali H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Second Language Learning; Learning Motivation; Learning Theories; English (Second Language); Self Concept; Correlation; Social Support Groups; Goal Orientation; Role; Second Language Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Korrelation; Social support; Soziale Unterstützung; Zielorientierung; Zielvorstellung; Rollen; Fremdsprachenunterricht
Abstract	The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics that may not do full justice to the understanding of the motivation underlying LOTEs, either by downplaying certain important features or by providing an insufficiently nuanced representation of areas where the motivation to learn English and LOTEs diverges. The discussion addresses five such aspects: (a) the confounding interaction of English- and LOTE-related self-images, (b) the individualistic focus of the ideal L2 self, (c) the different nature/role of the ought-to self associated with languages with substantial versus marginal social support, (d) the different nature of goals in the learning of English and LOTEs, and (e) the differing role of unconscious motives in the study of English and LOTEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01