The dynamic process of motivation to learn Czech in study abroad courses
This article summarizes three stages of research on the motivation and attitudes of students learning Czech language in courses at Charles University, Prague, within the study abroad programmes (Erasmus+ and US Study Abroad). These students come to the Charles University usually for one semester in the length of 13 weeks taking a Czech course with lessons twice a week. In the first stage of the study, 174 students in the US Study Abroad filled in a questionnaire aiming at determining whether there is change in attitudes towards learning Czech and what are its sources. The second stage focused on 12 students in this programme in more detail: analyses of their diaries written for 12 weeks helped create a motivational profile from the perspective of L2 Motivational Self System (Dörnyei, 2005, 2009) and point out key motivational factors, which were the learning experience and desire to interact with Czechs. Diary study was also used as the data collection tool together with questionnaires and an interview in the third stage, with two French students in Erasmus+. The motivational profiles of Erasmus+ students have also shown a remarkable role of L2 learning experience. The findings have also led to some pedagogical implications relevant for this type of courses.
Boo, Z. – Dörnyei, Z.– Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System,55, 147–157. https://doi.org/10.1016/j.system.2015.10.006
Carroll, J. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131–151. https://doi.org/10.1111/j.1944-9720.1967.tb00127.x
Cook, V. (2016). Premises of multi-competence. In V. Cook & Li Wei (Eds.), The Cambridge handbook of linguistic multicompetence (pp. 1–25). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781107425965.001
Dörnyei, Z. – Kubanyova, M. (2014). Motivating learners, motivating teachers: building vision in the language classroom. Cambridge: CUP.
Dörnyei, Z. – Ushioda E. (2011). Teaching and researching motivation. 2nd ed. Harlow: Longman.
Dörnyei, Z. – Ushioda, E. (2017). Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue. The Modern Language Journal, 101: 451–454. https://doi.org/10.1111/modl.12407
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: CUP. https://doi.org/10.1017/CBO9780511667343
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Bristol: Multilingual Matters, 9–42. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19–30. https://doi.org/10.14746/ssllt.2019.9.1.2
Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 2016), 19–47. https://doi.org/10.1111/modl.12301
Franceschini, R. (2011). Multilingualism and multicompetence: A conceptual view. Modern Language Journal, 95, 344–355. https://doi.org/10.1111/j.1540-4781.2011.01202.x
Freed, B., ed. (1995). Second language acquisition in a study abroad context. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.9
Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. (2009). Gardner and Lambert (1959): Fifty years and counting. Canadian Association of Applied Linguistics Symposium presentation, Ottawa, ON, May 2009.
Henry, A. (2017). L2 motivation and multilingual identities. Modern Language Journal, 101, 548–565. https://doi.org/10.1111/modl.12412
Kinginger, C. (2008). Language learning in study abroad: Case histories of Americans in France. Modern Language Journal Monograph Series, Vol. 1. Oxford: Blackwell. https://doi.org/10.1111/j.1540-4781.2008.00821.x
Markus, H. – Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63 (Supplement 2013), 1–24. https://doi.org/10.1111/j.1467-9922.2012.00735.x
Author, S. (2020). Deníková studie o učení se češtině jako cizímu jazyku. Didaktické studie. (v tisku)
Author, S. (2019). Should we make them study Czech while they study here? Change of Students’ Attitudes towards Learning Czech during Study Abroad. Studie z aplikované lingvistiky. Praha: UK FF, 52–65.
Sieglová, D. (2008). Role jazykového postavení v adaptaci studentů z USA v české společnosti. In Etnické komunity v české společnosti, s. 84–104. Praha: Ermat.