Exploring the Relationship between Second Language Learning Motivation and Proficiency: A Latent Profiling Approach

Autor/inn/en	Dunn, Karen; Iwaniec, Janina
Titel	Exploring the Relationship between Second Language Learning Motivation and Proficiency: A Latent Profiling Approach
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 4, S.967-997 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Karen) ORCID (Iwaniec, Janina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000759
Schlagwörter	Foreign Countries; High School Students; English (Second Language); Second Language Learning; Language Proficiency; Student Motivation; Language Tests; Spain + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Schulische Motivation; Language test; Sprachtest; Spanien
Abstract	A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei's L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01