Continuity and Change in Chinese English Learners' Motivations across Different Contexts and Schooling Levels

Autor/inn/en	Yu, Jing; Geng, Jun
Titel	Continuity and Change in Chinese English Learners' Motivations across Different Contexts and Schooling Levels
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 3, S.237-248 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00473-1
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Language Tests; Foreign Countries; Teaching Methods; Learning Motivation; Case Studies; Doctoral Students; Personal Autonomy; Student Attitudes; Student Motivation; Trend Analysis; Study Abroad; Context Effect; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Individuelle Autonomie; Schülerverhalten; Schulische Motivation; Trendanalyse; Studies abroad; Auslandsstudium
Abstract	The journey of acquiring proficiency in a second and/or foreign language is lifelong for many learners. In the search for the best educational pedagogies, a study was conducted in which learners' motivations were categorised to analyse each driving effect over learning performance. A retrospective case study of 20 Chinese PhD students learning English in China (i.e. English as a Foreign Language--EFL) and in overseas (i.e. English as a Second Language--ESL) contexts was employed. This study identified 12 different motivational categories which were classified as controlled and autonomous motivations for learning English. Moreover, this study shows both continuity and change in students' motivations: there was a continuity of autonomous motivation over time and across the two contexts, whereas change (d = 0.54) was seen in the frequency of controlled motivation between the two contexts. Specifically, the motivation of these 20 students was dominated by passing exams or proficiency tests in the EFL context and by communication in the ESL context, which possibly accounts for 'silent English' phenomenon in China. Analysis of trends of changes in motivation across different study stages indicated that external regulation belonging to controlled motivation experienced the most fluctuation. This fluctuation was attributed to enrolment pressure in China as well as the immediate demand of communication and the high-stakes PhD study while studying abroad. The results suggest that the development of language learners' motivation is a dynamic process and contingent upon levels of schooling or learning contexts. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01