A Comparative Study of Korean University Students’ L2 and L3 Motivational Self System

doi:10.18627/jslg.36.1.202005.25

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2020 Vol.36, Issue 1 Preview Page Next Page

Research Article

A Comparative Study of Korean University Students’ L2 and L3 Motivational Self System 한국 대학생 L2와 L3 언어 학습자의 학습 동기체계 변인 비교 연구: 정미애
Jung, Mie-Ae

31 May 2020. pp. 25-40

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Abstract

This study explores motivational dispositions of Korean university L2 and L3 language learners within the framework of the Motivational Self System. A total of 141 students participated in the study. The findings presented that the variable factors of the motivational self system showed different characteristics in terms of the gender, proficiency levels, and imagery changes in the L2 and L3 system, respectively. The ideal self and the learning effort factors were not significantly different in gender for L2 learning, while these factors were significantly different in gender for L3 learning. The ought˗to self factor was not significantly different in imagery changes for L2 learning, while it was significantly different in imagery changes for L3 learning.

Keywords

L2 motivational self system

L3 motivation

the ideal self

the ought˗to self

attitudes to L2 learning

References

김태영. 2009. 제 2언어 학습 동기 연구 50년사: 변천과 전망. 『영어교육연구』 21.1, 273-302.
Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Erlbaum.
Dörnyei, Z. 2009. The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters. 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. 10.14746/ssllt.2019.9.1.2
Dörnyei, Z. and L. Chan. 2013. Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity across Two Target Languages. Language Learning 63, 437-462. 10.1111/lang.12005
Dörnyei, Z. and M. Kubanyiova. 2014. Motivating Learners, Motivating Teachers: The Role of Vision in Language Education. Cambridge, UK: Cambridge University Press.
Dörnyei, Z. and S. Ryan. 2015. The Psychology of the Language Learner Revisited. New York: Routledge. 10.4324/9781315779553
Gardner, R. C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Hammarberg, B. 2014. Problems in Defining the Concepts of L1, L2 and L3. In A. Otwinowska and G. De Angelis (Eds), Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives (pp. 3-18). Clevedon, UK: Multilingual Matters. 10.21832/9781783091263-003
Henry, A. 2010. Gender differences in L2 motivation: A reassessment. In S. Davies (Ed), Gender gap: Causes, Experiences and Effects (pp. 81-102). New York: Nova Science.
Henry, A. and C. Cliffordson. 2013. Motivation, Gender, and Possible Selves. Language Learning 63, 271-295. 10.1111/lang.12009
Herdina, P. and U. Jessner. 2002. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Bristol: Multilingual Matters. 10.21832/9781853595547
Kim, T. Y. 2012. The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis. English Teaching 67.1, 28-56. 10.15858/engtea.67.1.201203.29
Kormos, J., T. Kiddle, and K. Csizér. 2011. Systems of Goals, Attitudes, and Self Related Beliefs in Second-Language- Learning Motivation. Applied Linguistics 32.5, 495-516. 10.1093/applin/amr019
Taguchi, N. 2013. Motivation, Attitudes and Selves in the Japanese Context: A Mixed Methods Approach. In M. T. Apple, D. Da Silva, & T. Fellner (Eds), Language learning motivation in Japan (pp. 169-188). Bristol: Multilingual Matters. 10.21832/9781783090518-012 23871562
Taguchi, T., M. Magid, and M. Papi. 2009. The L2 Motivational Self System amongst Chinese and Japanese Learners of English: A Comparative Study. In Z. Dörnyei, & E. Ushioda (Eds), Motivation, Language Identity and the L2 Self (pp.66-97). Bristol: Multilingual Matters. 10.21832/9781847691293-005
Wang, T. Y. and Y. C. Liu. 2017. Online. Dynamic L3 selves: A Longitudinal Study of Five University L3 Learners’ Motivational Trajectories in China. The Language Learning Journal 48.2, 201-212. 10.1080/09571736.2017.1375549
You, C. and Z. Dörnyei. 2016. Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics 37.4, 495-516. 10.1093/applin/amu046
You, C. J., Z. Dörnyei, and K. Csinér. 2016. Motivation, Vision, and Gender: A Survey of Learners of English in China. Language Learning 66.1, 94-123. 10.1111/lang.12140

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 36
No :1
Pages :25-40
DOI :https://doi.org/10.18627/jslg.36.1.202005.25

[1] 김태영. 2009. 제 2언어 학습 동기 연구 50년사: 변천과 전망. 『영어교육연구』 21.1, 273-302.

[2] Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Erlbaum.

[3] Dörnyei, Z. 2009. The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters. 10.21832/9781847691293-003

[4] 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. 10.14746/ssllt.2019.9.1.2

[5] Dörnyei, Z. and L. Chan. 2013. Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity across Two Target Languages. Language Learning 63, 437-462. 10.1111/lang.12005

[6] Dörnyei, Z. and M. Kubanyiova. 2014. Motivating Learners, Motivating Teachers: The Role of Vision in Language Education. Cambridge, UK: Cambridge University Press.

[7] Dörnyei, Z. and S. Ryan. 2015. The Psychology of the Language Learner Revisited. New York: Routledge. 10.4324/9781315779553

[8] Gardner, R. C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

[9] Hammarberg, B. 2014. Problems in Defining the Concepts of L1, L2 and L3. In A. Otwinowska and G. De Angelis (Eds), Teaching and Learning in Multilingual Contexts: Sociolinguistic and Educational Perspectives (pp. 3-18). Clevedon, UK: Multilingual Matters. 10.21832/9781783091263-003

[10] Henry, A. 2010. Gender differences in L2 motivation: A reassessment. In S. Davies (Ed), Gender gap: Causes, Experiences and Effects (pp. 81-102). New York: Nova Science.

[11] Henry, A. and C. Cliffordson. 2013. Motivation, Gender, and Possible Selves. Language Learning 63, 271-295. 10.1111/lang.12009

[12] Herdina, P. and U. Jessner. 2002. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Bristol: Multilingual Matters. 10.21832/9781853595547

[13] Kim, T. Y. 2012. The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis. English Teaching 67.1, 28-56. 10.15858/engtea.67.1.201203.29

[14] Kormos, J., T. Kiddle, and K. Csizér. 2011. Systems of Goals, Attitudes, and Self Related Beliefs in Second-Language- Learning Motivation. Applied Linguistics 32.5, 495-516. 10.1093/applin/amr019

[15] Taguchi, N. 2013. Motivation, Attitudes and Selves in the Japanese Context: A Mixed Methods Approach. In M. T. Apple, D. Da Silva, & T. Fellner (Eds), Language learning motivation in Japan (pp. 169-188). Bristol: Multilingual Matters. 10.21832/9781783090518-012 23871562

[16] Taguchi, T., M. Magid, and M. Papi. 2009. The L2 Motivational Self System amongst Chinese and Japanese Learners of English: A Comparative Study. In Z. Dörnyei, & E. Ushioda (Eds), Motivation, Language Identity and the L2 Self (pp.66-97). Bristol: Multilingual Matters. 10.21832/9781847691293-005

[17] Wang, T. Y. and Y. C. Liu. 2017. Online. Dynamic L3 selves: A Longitudinal Study of Five University L3 Learners’ Motivational Trajectories in China. The Language Learning Journal 48.2, 201-212. 10.1080/09571736.2017.1375549

[18] You, C. and Z. Dörnyei. 2016. Language Learning Motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics 37.4, 495-516. 10.1093/applin/amu046

[19] You, C. J., Z. Dörnyei, and K. Csinér. 2016. Motivation, Vision, and Gender: A Survey of Learners of English in China. Language Learning 66.1, 94-123. 10.1111/lang.12140

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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