U.S. students learning Czech in study abroad: motivational dynamics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10488863" target="_blank" >RIV/00216208:11210/24:10488863 - isvavai.cz</a>

Výsledek na webu

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

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/cercles-2024-0022" target="_blank" >10.1515/cercles-2024-0022</a>

Jazyk výsledku

angličtina

Název v původním jazyce

U.S. students learning Czech in study abroad: motivational dynamics

Popis výsledku v původním jazyce

While study-abroad students generally prefer destinations where the local language relates to their personal, academic, or professional pursuits, the Czech Republic ranks as the 25th most popular destination for U.S. study abroad, signalling an interest in exploring beyond traditional language choices. This study addresses the gap in the literature on learning a less commonly taught language in the study abroad setting, which is unrelated to the student&apos;s major fields of study (Czech). Over thirteen weeks, data were gathered through a qualitative methodology involving initial questionnaires, learner diaries, and semi-structured interviews with a sample of five students. Drawing on the L2 Motivational Self System (L2MSS), the research underscores the impact of the L2 learning experience and the construct of the ideal L2 self on motivation. Findings revealed a general increase in motivation for learning Czech throughout the semester, accompanied by a decline in the ideal Czech self by the end and an indicative enhancement in the ideal multilingual self-concept. This study additionally emphasizes the vital role of mandatory language courses in augmenting motivation, particularly when aligned with learners&apos; objectives. These insights broaden the understanding of motivational dynamics in acquiring languages other than English (LOTEs), highlighting the necessity for continued exploration of the multilingual motivational self-system within study-abroad contexts.

Název v anglickém jazyce

U.S. students learning Czech in study abroad: motivational dynamics

Popis výsledku anglicky

While study-abroad students generally prefer destinations where the local language relates to their personal, academic, or professional pursuits, the Czech Republic ranks as the 25th most popular destination for U.S. study abroad, signalling an interest in exploring beyond traditional language choices. This study addresses the gap in the literature on learning a less commonly taught language in the study abroad setting, which is unrelated to the student&apos;s major fields of study (Czech). Over thirteen weeks, data were gathered through a qualitative methodology involving initial questionnaires, learner diaries, and semi-structured interviews with a sample of five students. Drawing on the L2 Motivational Self System (L2MSS), the research underscores the impact of the L2 learning experience and the construct of the ideal L2 self on motivation. Findings revealed a general increase in motivation for learning Czech throughout the semester, accompanied by a decline in the ideal Czech self by the end and an indicative enhancement in the ideal multilingual self-concept. This study additionally emphasizes the vital role of mandatory language courses in augmenting motivation, particularly when aligned with learners&apos; objectives. These insights broaden the understanding of motivational dynamics in acquiring languages other than English (LOTEs), highlighting the necessity for continued exploration of the multilingual motivational self-system within study-abroad contexts.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Language Learning in Higher Education

ISSN

2191-611X

e-ISSN

2191-6128

Svazek periodika

14

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

18

Strana od-do

463-480

Kód UT WoS článku

001336660700001

EID výsledku v databázi Scopus

2-s2.0-85207874924