Motivation and Demotivation over Two Years: A Case Study of English Language Learners in Japan

Autor/in	Kikuchi, Keita
Titel	Motivation and Demotivation over Two Years: A Case Study of English Language Learners in Japan
Quelle	In: Studies in Second Language Learning and Teaching, 9 (2019) 1, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Student Motivation; English (Second Language); Second Language Learning; Foreign Countries; College Students; International Studies; Attitude Change; Learning Experience; Self Concept; Student Educational Objectives; Educational Environment; Language Attitudes; Social Influences; Study Abroad; Cultural Awareness; Student Interests; Japan + Suchen Sie Ihr Suchwort? Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Collegestudent; Internationaler Studiengang; Attitudinal change; Einstellungsänderung; Lernerfahrung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachverhalten; Sozialer Einfluss; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Studieninteresse
Abstract	This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei's (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants' motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners' language learning motivation and contexts adapt to each other, and how the dynamics of the four learners' motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01