Attitudes and Motivation in English Language Learning amongst Multilingual University Students in the Balearic Islands: The Effect of the L1 and Other Influential Variables

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Autor/inn/en	Moratinos-Johnston, Sofía; Ballester Brage, LLuís; Juan-Garau, Maria; Salazar-Noguera, Joana
Titel	Attitudes and Motivation in English Language Learning amongst Multilingual University Students in the Balearic Islands: The Effect of the L1 and Other Influential Variables
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 6, S.475-490 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moratinos-Johnston, Sofía)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2018.1531012
Schlagwörter	Student Attitudes; Learning Motivation; Second Language Learning; Second Language Instruction; Native Language; Geographic Regions; Spanish; Languages; English (Second Language); Language Minorities; Romance Languages; Bilingualism; College Students; Self Esteem; Cultural Awareness; Student Interests; Foreign Countries; Predictor Variables; Spain + Suchen Sie Ihr Suchwort? Schülerverhalten; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Language; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachminderheit; Romanische Sprache; Bilingualismus; Collegestudent; Self-esteem; Selbstaufmerksamkeit; Cultural identity; Kulturelle Identität; Studieninteresse; Ausland; Prädiktor; Spanien
Abstract	Attitudes and motivation seem decisive in successful language learning (Dörnyei, Csizér, and Németh 2006. "Motivation, Language Attitudes and Globalisation: A Hungarian Perspective." Clevedon: Multilingual Matters.). Research in Spanish multilingual contexts analysing the influence of the L1 on attitudes and motivation to learn foreign languages (FL) reveals mixed results. In the Basque country attitudes towards the FL were more positive amongst students with the majority language (Spanish) as their L1 than Basque speakers (Lasagabaster 2005. 'Attitudes towards Basque, Spanish and English: An Analysis of the Most Influential Variables.' "Journal of Multilingual and Multicultural Development" 26 (4): 296-316.). However, Loredo Gutiérrez et al. (2007. 'Language Use and Language Attitudes in Galicia.' In "Multilingualism in European Bilingual Contexts: Language Use and Attitudes," edited by David Lasagabaster, and Angel Huguet, 40-65. Clevedon: Multilingual Matters.) in Galicia and Madariaga, Huguet, and Janés (2016. 'Language Attitudes in Catalan Multilingual Classrooms: Educational Implications.' "Language and Intercultural Communication" 16 (2): 216-34.) in Catalonia did not find significant differences among majority and minority language speakers. A later study (Lasagabaster 2016. 'The Relationship between Motivation, Gender, L1 and Possible Selves in English-Medium Instruction.' "International Journal of Multilingualism" 13 (3): 1-18.) targeting motivation in the Basque country determined that the L1 was not influential. This study analyses the effect that the L1 exerts on students' attitudes and motivation to learn English in the bilingual region of the Balearic Islands. Data from L1 Spanish/Catalan university students (n = 1,021) was collected through a questionnaire. Statistical differences were found with Spanish L1 students displaying slightly more positive attitudes and motivation to learn English than Catalan L1 speakers, yet the effect size was small. This paper concludes that, in the Balearic Islands there are other factors determining attitudes and motivation such as linguistic self-confidence, cultural interest, international posture and instrumentality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01