Exploring Evolving Motivation to Learn Two Languages Simultaneously in a Study-Abroad Context

Autor/inn/en	Fukui, Haruna; Yashima, Tomoko
Titel	Exploring Evolving Motivation to Learn Two Languages Simultaneously in a Study-Abroad Context
Quelle	In: Modern Language Journal, 105 (2021) 1, S.267-293 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fukui, Haruna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12695
Schlagwörter	Study Abroad; Second Language Learning; Second Language Instruction; Self Concept; Multilingualism; Learning Motivation; English (Second Language); Student Motivation; Chinese; Japanese; Native Language; Student Attitudes; Learning Experience; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; China; Chinesen; Japaner; Japanisch; Schülerverhalten; Lernerfahrung; Ausland
Abstract	Studies focused on motivation to learn languages other than English or more than 1 language simultaneously have been gaining attention in recent years. However, there are far fewer than those related to second language (L2) English learning. To fill this gap, this article explores the evolving motivation of 2 Japanese students who spent 1 academic year learning both English and Chinese on a study-abroad program in Taiwan. The data consist of semistructured interviews conducted before and during the program along with motivation graphs drawn by the students. The interviews were transcribed, coded, and categorized. The L2 motivational self system and the concept of the ideal multilingual self are used as frameworks to capture the complex experience of learning multiple languages simultaneously. To capture the dynamic and complex nature of motivation, this article also applies three different timescales (microgenetic, mesogenetic, and ontogenetic) to analyze learners' experiences. The results show how ideal and ought-to second- and third-language selves emerged along with an ideal multilingual self in 1 of the students while abroad. The interviews also revealed multiple learning experiences and struggles in maintaining balance, with both languages competing for limited cognitive resources and study time. (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