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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

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

CASALC Review

ISSN

1804-9435

e-ISSN

2694-9288

Svazek periodika

14

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

19

Strana od-do

47-65

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—