Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self

Autor/inn/en	Sugita McEown, Maya; Sawaki, Yasuyo; Harada, Tetsuo
Titel	Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self
Quelle	In: Modern Language Journal, 101 (2017) 3, S.533-547 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Second Language Learning; Learning Motivation; Structural Equation Models; Self Concept; Language Aptitude; Social Influences; English; Correlation; Language Attitudes; Role; Learning Theories; English (Second Language); Student Surveys; Required Courses; Second Language Instruction; Prediction; Foreign Countries; Political Influences; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Selbstkonzept; Sprachbegabung; Spracheignung; Sozialer Einfluss; English language; Englisch; Korrelation; Sprachverhalten; Rollen; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerbefragung; Pflichtkurs; Fremdsprachenunterricht; Vorhersage; Ausland; Political influence; Politischer Einfluss
Abstract	The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan affects learners' self- and identity-related motivation to learn LOTEs. Survey responses of 250 Japanese learners, who simultaneously learned a foreign LOTE and English as a required language, were analyzed using a structural equation modeling (SEM) approach. The results offer insight into how various coexisting social factors are connected to learners' multiple self- and identity-related orientations, which in turn predict several varied academic consequences (e.g., effort, attitude, and L2 ability). We also confirmed positive and negative interplay of English- and LOTE-related orientations such that the self- and identity-related orientations of the languages will play a competing role (e.g., Csizér & Lukács, 2010). This finding highlights the importance of taking sociopolitical perspectives into consideration in a context where learners learn two languages and one has a specific political presence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01