The Role of Motivations, Attitudes and Identities in Second Language Learning: A case study of a L2 learner of Korean (original) (raw)

Diving into the depths of identity construction and motivation of a foreign language learner

2013

Moving away from the bilingual assumptions that have traditionally informed the study of language learners’ identity construction, this paper draws on cuttingedge SLA and sociolinguistic theories to explore the close relationship between identity and motivation in foreign language learning contexts. To this end, this paper presents some preliminary observations of a case study in progress involving a language learner who struggles to display his professional identity with the linguistic resources available to him. This, coupled with the social prestige acquired for learning a foreign language, acts as a motivating force for improving his language skills. Finally, adopting an emic perspective, the paper outlines some of the linguistic and socio-pragmatic areas the participant reports as problematic when displaying his professional self.

Imagined Second Language Identities Language Learning and Identity -- A New Perspective

Journal of English as an International Language, 2017

Recent studies claim that second language learning influences learner identities. In the light of globalisation, learners of English invest in this powerful language of career and social enhancement, which is simultaneously an investment in their new identities. Learners of English, particularly in EFL countries such as Japan, strive to acquire this language despite their limited immediate need for it. This small qualitative case study of Japanese adult learners of English suggests that they believe English can transform who they are and/or what they can do. Additionally, they regard English as the language with which they can express their opinions freely. Findings also suggest that these Imagined Second Language Identities (ISLIs)-imagined Englishspeaking selves in an imagined global English-speaking community-are primary factors that influence their investment in learning English and their willingness to communicate actively. Given this, the concept of ISLIs should be explored and incorporated into ELT.

An exploration of the L2 motivation of Korean university students : a thesis presented in fulfilment of the requirements for the degree of Master of Applied Linguistics at Massey University, New Zealand

Massey University, 2020

What motivates people to study language is a complex question. This study is an exploration of the motivation to learn English of a group of students at a women's university in Seoul, South Korea. English is highly valued in Korean society and Korean students devote many hours to studying English. These facts provide a rich backdrop for this study. Both quantitative and qualitative data were collected. A questionnaire was used to provide background information and to contextualise two rounds of semi-structured interviews. The data was interpreted by applying the L2 Motivational Self System (Dörnyei, 2005, 2009), of which two of its components, the ideal L2 self and the ought-to L2 self, provided a number of insights. The findings suggest that certain characteristics of Korean culture and society have a significant effect on English language learners' processes of goal formulation, learning behaviours and learning outcomes. For example, it was found that English is a form of cultural and linguistic capital (Bourdieu, 1977, 1984) in Korea, which has several important implications.

Identity, Motivation and English Learning in a Japanese Context

World Journal of English Language, 2017

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted f...

Identity, Motivation, and Multilingual Education in Asian Contexts

This book investigates how learners’ motivations and identities are constructed in the process of learning and using multiple languages in Asian contexts. It presents examples of multilingual contexts in different parts of Asia and illustrates various achievements and challenges associated with multilingual education. Drawing on recent theoretical developments regarding learners’ motivations and identities in language learning-related research, this book uncovers learners’ motivations that underlie their decisions of learning multiple languages in Asian contexts. It incorporates conceptual interpretations of learners’ motivations and identities in multilingual education. Through empirical studies, the authors offer conceptual interpretations on emerging concepts such as dual-motivation system, motivation dynamics, motivational transformation episodes, and hierarchies of identities. In addition to being highly relevant to applied linguistics, this book is a valuable reference for eve...

Second Language Motivation in a Korean context

This paper examines what motivating factors exist in a Korean context that aid language learning. It also looks at some of the challenges associated with learning English in an environment where English is not widely spoken.

Motivation, Learner Identity, and Language Learning

"This case study was conducted at a state university in Turkey. The participants were 9 students from the same classroom consisting of 24, registered in the English Preparatory Program at Ankara University. The main methods of the of data collection were a survey adapted from Gardner’s (2004) Attitude/ Motivation Battery Test and the interviews conducted based on the results of the survey. In this study, we aimed to explore the context-based relationship among motivation, learner identity and second language acquisition in the given context. The findings indicated that learners possessing integrative and instrumental motivation in line with their ideal self and ought-to self invested into the target language more, compared to the learners having only instrumental motivation towards the target language. Key Words: motivation, identity, learner investment."

Forming Identity through Foreign Language Learning

2020

The objective of this research paper was to get an insight into the phenomenon of forming identity through foreign language learning by exploring the attitudes and feelings English and Swedish language students of the last year of the graduate program have towards English and Swedish and finding out whether they have been able to identify with the language, culture and/or the communities of the languages they have been studying for the last five years. In the research, five students of English and Swedish were interviewed and through reflection and retrospection they provided data for this qualitative research study. The research showed that the participants’ change of identity was manifested through code-switching and speech as well as the creation of new character traits while using a foreign language. The research results also suggested that the participants, even though they felt different while speaking different languages, did not affiliate with the nations or the communities ...