The Impact of Out-of-School Factors on Motivation to Learn English: Self-Discrepancies, Beliefs, and Experiences of Self-Authenticity

Autor/inn/en	Henry, Alastair; Cliffordson, Christina
Titel	The Impact of Out-of-School Factors on Motivation to Learn English: Self-Discrepancies, Beliefs, and Experiences of Self-Authenticity
Quelle	In: Applied Linguistics, 38 (2017) 5, S.713-736 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amv060
Schlagwörter	Learning Motivation; English (Second Language); Second Language Learning; Informal Education; Self Concept; Questionnaires; Secondary School Students; Comparative Analysis; Foreign Countries; Student Attitudes; Correlation; Second Language Instruction; Structural Equation Models; Sweden + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Informelle Bildung; Nichtformale Bildung; Selbstkonzept; Fragebogen; Sekundarschüler; Ausland; Schülerverhalten; Korrelation; Fremdsprachenunterricht; Schweden
Abstract	English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks similar prominence, the Ideal L2 Self accounted for substantially less of the explained variance on a criterion measure. This can be accounted for by the limited discrepancy between current and ideal L2 selves. Results also indicate that beliefs about the efficacy of learning in natural environments have a negative impact on motivation in school, and that appraisals of self-authenticity may have a similar effect, although methodological challenges make this contention difficult to substantiate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01