L2 Motivation among Hearing Learners of Finnish Sign Language

Autor/inn/en	Marton, Eniko; MacIntyre, Peter D.
Titel	L2 Motivation among Hearing Learners of Finnish Sign Language
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.984-996 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marton, Eniko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1733928
Schlagwörter	Foreign Countries; Learning Motivation; Second Language Learning; Second Language Instruction; Sign Language; Deafness; Language Usage; Language Skills; Hearing (Physiology); Learning Theories; Student Attitudes; Learning Experience; Bilingualism; Language Minorities; Social Media; Attitude Measures; Self Concept; Language Attitudes; Finland + Suchen Sie Ihr Suchwort? Ausland; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Gebärdensprache; Gehörlosigkeit; Taubstummheit; Sprachgebrauch; Language skill; Sprachkompetenz; Gehör; Hören; Learning theory; Lerntheorie; Schülerverhalten; Lernerfahrung; Bilingualismus; Sprachminderheit; Soziale Medien; Selbstkonzept; Sprachverhalten; Finnland
Abstract	The realisation of the linguistic rights of Deaf individuals is, to a considerable extent, dependent upon whether there are majority language speakers who acquire a sign language as an L2 and use their L2 skills. Still, the motivation of hearing persons in learning sign languages as L2s is a largely unmapped area. This study seeks to capture the motivation underlying the L2 use among hearing learners of Finnish Sign Language (FSL) in terms of current theorising on L2 motivation and to test the applicability of central constructs in L2 motivation research in a specific SLA context. We collected data in 2018 using an anonymous online questionnaire (N = 173). We tested a serial mediational model that linked L2 learning orientations and L2 learning experience, through a set of mediating variables, to L2 use. The model was statistically significant and explained 66% of the variance in L2 use. In addition, integrativeness significantly moderated the effect of L2 competence on L2 use. The findings from the quantitative analysis are enriched with the analysis of the respondents' comments. We discuss the results from the perspective of how hearing learners of sign languages can extend the communication networks of Deaf sign language users. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01