Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism
Roč.14,č.1(2024)
CASALC Review
This study explores the motivational profiles 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 findings revealed English and German as the predominant language choices, primarily influenced 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 significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. 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 findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.
L2MSS ; motivace ; multilingvismus ; plurilingvismus ; ideální vícejazyčné já
Adéla Kadeřábková
FF UK
Adéla Kadeřábková is a student in the Master's Degree program in Empirical and Complementary Linguistics at the Faculty of Arts, Charles University. Her research focuses on motivation to learn foreign languages and Czech morphosyntax. She also teaches the Czech language at the elementary school level and conducts private lessons, mainly preparing students for high school entrance exams or teaching Czech as a second language.
Silvie Převrátilová
Univerzita Karlova
Silvie Převrátilová is a Research Assistant at the Faculty of Arts. Her research primarily investigates motivation and multilingualism in language learning, mainly focusing on Czech as a second language and professional teacher development. In addition to her academic pursuits, she develops teaching materials for adults and young learners and collaborates with various language-teaching organizations. She actively participates in the Didactic Platform and the Czech Language Learning and Teaching Research Group within the faculty.
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Copyright © 2024 Adéla Kadeřábková, Silvie Převrátilová