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Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

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Integrativeness and intended effort in language learning motivation amongst some young adult learners of Japanese

Chung Kam Kwok / Lorna Carson
Published Online: 2018-09-20 | DOI: https://doi.org/10.1515/cercles-2018-0016

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Abstract

Since the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners’ motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners’ intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).

Keywords: motivation; integrativeness; language learning; Japanese; second language acquisition; intended effort

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About the article

Chung Kam Kwok

Chung Kam Kwok is a researcher based at the Trinity Centre for Asian Studies, Trinity College Dublin. He recently completed his doctoral thesis on language learning motivation and identity among Mandarin learners in Higher Education in Ireland.

Lorna Carson

Lorna Carson is Associate Professor in Applied Linguistics at Trinity College Dublin, and Director of the Trinity Centre for Asian Studies.

Published Online: 2018-09-20

Published in Print: 2018-09-25

Citation Information: Language Learning in Higher Education, Volume 8, Issue 2, Pages 265–279, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2018-0016.

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