The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation

Autor/inn/en	Al-Hoorie, Ali H.; Hiver, Phil
Titel	The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation
Quelle	In: SAGE Open, 10 (2020) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Hoorie, Ali H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020945702
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Motivation; Comparative Analysis; Case Studies; High School Students; Student Attitudes; Multilingualism; Learning Theories; Foreign Countries; Chinese; Mathematics Education; Self Concept; Acculturation; Ethnocentrism; Fear; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Learning theory; Lerntheorie; Ausland; China; Chinesen; Mathematische Bildung; Selbstkonzept; Akkulturation; Ethnozentrismus; Furcht; Korea; Republik
Abstract	In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning--at the motivational level--is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students (N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01