Language learning motivation in post-secondary courses: English, German, Spanish, Japanese, and multilingualism

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10488868" target="_blank" >RIV/00216208:11210/24:10488868 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=F1HCTxk4rh" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=F1HCTxk4rh</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/CASALC2024-1-3" target="_blank" >10.5817/CASALC2024-1-3</a>

Result language

angličtina

Original language name

Language learning motivation in post-secondary courses: English, German, Spanish, Japanese, and multilingualism

Original language description

This study explores the motivational proiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The indings revealed English and German as the predominant language choices, primarily inluenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the signiicance of multilingualism in shaping learners&apos; motivational proiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proiciency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These indings contribute to understanding the dynamic relationshipbetween language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Czech name

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Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

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OECD FORD branch

60203 - Linguistics

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

CASALC Review

ISSN

1804-9435

e-ISSN

2694-9288

Volume of the periodical

14

Issue of the periodical within the volume

1

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

19

Pages from-to

47-65

UT code for WoS article

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EID of the result in the Scopus database

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