What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Teo, Timothy; Hoi, Cathy Ka Weng; Gao, Xuesong; Lv, Leining

doi:10.1111/modl.12546

Cited by 28 publications

(16 citation statements)

References 52 publications

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“…In a study by Islam et al (2013), it was found that students with international posture showed relatively strong motivation. Similarly, this kind of posture was found in a study by Teo et al (2019).…”

Section: Criterion Measure and Other Possible Predictorssupporting

confidence: 81%

Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students

Yang

Chanyoo

2022

tpls

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The objective of the current study was to investigate undergraduate students’ motivation in learning three East Asian languages (Chinese, Japanese, and Korean), with intended effort used as a measure of motivation, based on Dörnyei’s L2MSS theory (2005) and five other predictors. The study’s participants were 95 undergraduate students, recruited by convenient random sampling on a voluntary basis, eight of whom volunteered to participate in interviews. Descriptive data and Pearson correlations were used to identify language learning motivations and the relationship between predictors and the intended effort, while a qualitative content analysis was used to support quantitative findings. The results revealed that the participants showed high levels of motivation in learning East Asian languages. A strong linear relationship was found between L2 learning experience, with all languages studied, and the ideal L2 self component. Moreover, the factor of intended effort had a positive relationship with instrumentality-promotion (r = .651, p = .000), international posture (r = .275, p = .003), and cultural/community interest (r = .426, p = .000) in Chinese learners, cultural/community interest (r = .433, p = .015) in Japanese learners, and international posture (r = .446, p = .015) in Korean learners. Nonetheless, instrumentality-prevention and intended effort were negatively related in Japanese learners (r = -.420, p = .019). The study recommends a comprehensive study be undertaken to investigate the role of L2 learning experience and its importance in L2 learning.

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Section: Criterion Measure and Other Possible Predictorssupporting

confidence: 81%

Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students

Yang

Chanyoo

2022

tpls

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“…Among the studies in the field of SLA, only a small amount of research has investigated language learning from the leisure perspective, with the consequence that LOTE learning is even more under-examined from this viewpoint. Previous studies of LOTE learning motivation [36] demonstrate the relationship between learners' cultural interests and language learning. Even for students learning LOTEs as majors, the LOTE ideal self seems to be related to travel plans, not to career plans [35].…”

Section: Language Learning As Leisure and Consumptionmentioning

confidence: 98%

Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English

2020

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This study draws on the notions of investment and consumption to interpret beliefs about learning languages other than English (LOTEs) among learners in Chinese universities. By interviewing 23 Chinese university students learning French or Spanish in a master’s program, we found that most participants questioned the usefulness of LOTEs for their professional career and viewed learning LOTEs as part of leisure and consumption rather than investment. Only a small number of participants related their language skill development to career aspirations and were motivated to continue learning LOTEs after the end of their LOTE classes. To further explain the different language beliefs about LOTE learning, we examined the identities of these LOTE learners. The analysis identified four patterns of ‘imagined identity’, indicating that the difficulty experienced by individual learners in anticipating the usefulness of LOTEs in their ‘imagined identity’ in the future, especially in their professional career, led to their belief about LOTEs as consumption and leisure rather than investment. This paper concludes with some implications for language policy planners in sustaining multilingual learning in Chinese higher education.

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“…It has been shown that in a LOTE context, immediate language‐learning experience becomes more significant in shaping learners’ motivational selves (Busse & Walter, 2013; de Burgh–Hirabe, 2019; Huang, 2019). At a macrosociological level, the motivational self‐images constructed by learners of LOTEs are also forcefully mediated by social discourse about multilingual learning (Lanvers, 2017; Lanvers et al., 2018), socioeconomic background (Coffey, 2018; Lanvers, 2018), international relations between the learner's home country and the target‐language community (Teo et al., 2019), and length of residence in the target‐language community (Oakes & Howard, 2019). To accommodate the contextual dimension, researchers have suggested revised conceptualizations of the L2 motivational self by reinstating the own–other dimension entailed in Higgins's (1987) original self‐discrepancy model (e.g., Lanvers, 2016, 2017; Thompson, 2017a; Thompson & Liu, 2018; Thompson & Vásquez, 2015).…”

Section: Theoretical Developments Of L2 Motivationmentioning

confidence: 99%

Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology

Zheng

Ren

2020

The Modern Language Journal

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This study uses a Q methodology to track the changing motivational profiles of 15 Chinese university students simultaneously engaged in second-language (L2) English and third-language (L3) Spanish learning over 1.5 years. Guided by complex dynamic systems theory (CDST), the study aims to investigate the initial trigger that propelled the Chinese learners to engage in intensive L3 learning and to chart the different routes of multilingual self-development. Over the 1.5 years, Q sort tasks were administered at 3 time points, and retrospective interviews elicited data to complement the Q sort analysis. A nonspecific multilingual posture was found to be the initial trigger for voluntary investment in intensive L3 learning. A motivational profile with a dominating translingual and transcultural orientation develops into either more constitutive ideal multilingual selves or more language-specific integrative ideal selves, continuously exerting motivational forces. Another profile, which has a dominating instrumental orientation, generates diminishing motivational forces. We argue that different aspects of multilingual learning motivation may be operating in parallel through correlative associations in the holistic, dynamic, and relational system of multilingual self. The article concludes by discussing pedagogical implications for learning and teaching multiple foreign languages for university students.

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What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Cited by 28 publications

References 52 publications

Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students

Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students

Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English

Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology

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