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Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study

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Title: Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study
Language: English
Authors: Megan Wadas (ORCID 0009-0008-7597-122X), Julia Goetze (ORCID 0000-0002-4856-760X), Carrie Jackson
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
FullText Text:
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  Data: Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Megan+Wadas%22">Megan Wadas</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-7597-122X">0009-0008-7597-122X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julia+Goetze%22">Julia Goetze</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4856-760X">0000-0002-4856-760X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carrie+Jackson%22">Carrie Jackson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Unterrichtspraxis%2FTeaching+German%22"><i>Unterrichtspraxis/Teaching German</i></searchLink>. 2024 57(1):87-102.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Motivation%22">Self Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Enrollment%22">Language Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Recruitment%22">Student Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink>
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  Data: 10.1111/tger.12274
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  Data: 0042-062X<br />1756-1221
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Data: EJ1425470
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        Value: 10.1111/tger.12274
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        PageCount: 16
        StartPage: 87
    Subjects:
      – SubjectFull: German
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Prediction
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      – SubjectFull: Self Motivation
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      – SubjectFull: Required Courses
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      – SubjectFull: Language Enrollment
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      – SubjectFull: Student Recruitment
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      – SubjectFull: College Second Language Programs
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    Titles:
      – TitleFull: Going Above and Beyond: Motivations of L2 German Learners to (Dis)continue Language Study
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