L2 and L3 Motivational Systems and Their Interactions: A Study of Tibetan-Chinese-English Trilingual Learners

Autor/inn/en	Li, Ming; Zhang, Lubei; Tsung, Linda
Titel	L2 and L3 Motivational Systems and Their Interactions: A Study of Tibetan-Chinese-English Trilingual Learners
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2866-2885 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1985958
Schlagwörter	Sino Tibetan Languages; Mandarin Chinese; English (Second Language); Second Language Learning; Second Language Instruction; Multilingualism; Geographic Regions; Foreign Countries; Learning Motivation; Self Concept; Learning Experience; Interference (Learning); Ethnic Groups; Bilingual Education; High School Students; Bilingual Schools; Student Attitudes; Gender Differences; Age Differences; Family Characteristics; Correlation; Prediction; Factor Structure; Native Language; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Ausland; Motivation for studies; Lernmotivation; Selbstkonzept; Lernerfahrung; Ethnie; Bilingual teaching; Bilingualer Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bilingual scholl; Bilinguale Schule; Schülerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Vorhersage; Faktorenstruktur
Abstract	This study explores Tibetan students' L2 and L3 motivational systems and their interactions based on the framework of the L2 Motivational Self-System proposed by Dörnyei. Five hundred fifty-two participants were invited to respond to a questionnaire regarding their Chinese (L2) and English (L3) motivational selves, learning experiences and intended learning efforts. Multiple regression analyses revealed that L2 motivational selves and L2 learning experiences could explain 55% variance of L2 intended learning efforts (ILEs); L3 motivational selves and L3 learning experiences can explain 57% variance of L3 ILEs. Positive as well as negative interferences were also found between their L2 and L3 motivational systems. Positive interferences were found between L2 and L3 ILEs, while L3 ought-to self exerted a negative effect on L2 ILEs; L2 positive learning experiences exerted a negative impact on L3 ILEs. But the positive interferences outweighed the negative ones. The findings hold multiple implications for CSL and EFL education in Tibetan areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01