Tracking the Evolution of Chinese Learners' Multilingual Motivation through a Longitudinal Q Methodology

Autor/inn/en	Zheng, Yongyan; Lu, Xiuchuan; Ren, Wei
Titel	Tracking the Evolution of Chinese Learners' Multilingual Motivation through a Longitudinal Q Methodology
Quelle	In: Modern Language Journal, 104 (2020) 4, S.781-803 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Yongyan) ORCID (Ren, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12672
Schlagwörter	Multilingualism; Learning Motivation; Second Language Learning; Second Language Instruction; Q Methodology; Longitudinal Studies; Spanish; Systems Approach; Profiles; Foreign Countries; Teaching Methods; College Students; Self Concept; Student Attitudes; English (Second Language); Cultural Awareness; China + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanisch; Systemischer Ansatz; Charakterisierung; Profilanalyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Selbstkonzept; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural identity; Kulturelle Identität
Abstract	This study uses a Q methodology to track the changing motivational profiles of 15 Chinese university students simultaneously engaged in second-language (L2) English and third-language (L3) Spanish learning over 1.5 years. Guided by complex dynamic systems theory (CDST), the study aims to investigate the initial trigger that propelled the Chinese learners to engage in intensive L3 learning and to chart the different routes of multilingual self-development. Over the 1.5 years, Q sort tasks were administered at 3 time points, and retrospective interviews elicited data to complement the Q sort analysis. A nonspecific multilingual posture was found to be the initial trigger for voluntary investment in intensive L3 learning. A motivational profile with a dominating translingual and transcultural orientation develops into either more constitutive ideal multilingual selves or more language-specific integrative ideal selves, continuously exerting motivational forces. Another profile, which has a dominating instrumental orientation, generates diminishing motivational forces. We argue that different aspects of multilingual learning motivation may be operating in parallel through correlative associations in the holistic, dynamic, and relational system of multilingual self. The article concludes by discussing pedagogical implications for learning and teaching multiple foreign languages for university students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01