Ebbs and Flows: A Longitudinal Study of an English Language Instructor's Motivation to Learn Korean

Autor/inn/en	Gearing, Nigel; Roger, Peter
Titel	Ebbs and Flows: A Longitudinal Study of an English Language Instructor's Motivation to Learn Korean
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 5, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1465343
Schlagwörter	North American English; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Learning Motivation; Korean; North Americans; Teacher Attitudes; College Faculty; Longitudinal Studies; Case Studies; Communities of Practice; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Amerikanisches Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Motivation for studies; Lernmotivation; Koreanisch; Lehrerverhalten; Fakultät; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Community; Ausland; Korea; Republik
Abstract	Native English speaking language teachers who live and work in various parts of the world often express a desire to learn the language of their host country. Without sustained levels of motivation, however, their desires are unlikely to be realized. This article reports the findings of a longitudinal case study of an American English language instructor working at a South Korean university. It examines the factors that impacted her motivation to learn Korean, and explores the ebbs and flows that characterized her motivation over a one-year period. Findings revealed that while the participant did express a desire to learn Korean and formulated learning goals, the action necessary to achieve these goals did not occur. This article draws on the L2 Motivational Self System and the Process Model of L2 Motivation to provide a dual theoretical perspective on the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01