Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study
Saved in:
| Title: | Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study |
|---|---|
| Language: | English |
| Authors: | Megan Wadas (ORCID |
| Source: | Unterrichtspraxis/Teaching German. 2024 57(1):87-102. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | German, Second Language Instruction, Second Language Learning, Cultural Awareness, Language Attitudes, Student Attitudes, Learning Motivation, Self Concept, Academic Persistence, Prediction, Self Motivation, Required Courses, Language Enrollment, Student Recruitment, College Second Language Programs |
| DOI: | 10.1111/tger.12274 |
| ISSN: | 0042-062X 1756-1221 |
| Abstract: | Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students' L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third-semester learners' mean ratings of their Ideal Self, Anti-Ought-To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (N = 28) than those discontinuing study (N = 46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of "fear" and "positive attitudes toward the German language/culture" among learners intending to continue German study, while non-continuers predominantly mentioned the "language requirement." Both continuers and non-continuers mentioned the "concrete and abstract utility" of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425470 |
| Database: | ERIC |
| Abstract: | Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students' L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third-semester learners' mean ratings of their Ideal Self, Anti-Ought-To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (N = 28) than those discontinuing study (N = 46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of "fear" and "positive attitudes toward the German language/culture" among learners intending to continue German study, while non-continuers predominantly mentioned the "language requirement." Both continuers and non-continuers mentioned the "concrete and abstract utility" of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed. |
|---|---|
| ISSN: | 0042-062X 1756-1221 |
| DOI: | 10.1111/tger.12274 |
