Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia (original) (raw)
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International Journal of Academic Research in Business and Social Sciences, 2019
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The purpose of this study is to investigate the motivation and attitudes of students in secondary schools (G.C.E. Advanced Level classes) towards learning Japanese as a foreign language (JFL) in Sri Lanka. Further, it examines whether JFL students are instrumentally or integratively motivated to study Japanese. This study adapted a quantitative research paradigm and used a questionnaire for collection of data. The study focuses on investigating the two important social psychological variables introduced in Gardner’s socio educational model, which are the instrumental motivation and integrative motivation. The international version (2004) of Gardner's Attitude/Motivation Test Battery (AMTB) was used to examine the students’ attitudes and motivation levels. A systematic sampling was used under the complex probability sampling method. The results discovered that the integrative motivation of the students was slightly greater than the instrumental motivation. Further, it was found t...
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The aim of this study is to explore EFL English majors' motivation towards second foreign-language learning. The participants comprised 83 EFL English majors who took one or two second foreign-language courses (Japanese and French) offered at the department of applied foreign languages of a university in Taiwan. A survey was conducted to investigate the participants' motivation types and reasons. Results show that 22% (Japanese) and 30% (French) of one second-foreign language course takers were integratively motivated respectively. However, 29% (Japanese) and 12% (French) of them were instrumentally motivated respectively. In terms of integrative motivation, both Japanese and French attracted similar numbers of the students. In terms of instrumental motivation, the number of the students interested in Japanese doubled that of the students interested in French. The students who possessed blended types of motivation towards Japanese were 4%, compared with 1% in French. Only 1% of them were respectively identified no specific motivation towards Japanese and French. As for two second-foreign language course takers, 4% of the students were integratively-motivated towards Japanese; none, French. Towards Japanese, 2% of them were instrumentally-motivated; 1%, French. Such results were analyzed from the perspectives of culture, society, and work market. These findings provide some implications to language instructors and language program planners. Understanding motivation backgrounds can better plan second foreign-language courses in the language program as well as adopting useful language mateirals and activities in the course. Ultimately, learners can achieve individual goals in second foreign-language learning.
Hsuan Chang Humanities Journal , 2011
This article reports on a case study of the relationship among language learning motivations, instruction factors and second foreign language (L2) achievement in Japanese non-major undergraduate courses in Hsuan Chang University (HCU) in Taiwan. A questionnaire based on L2 self framework (Dörnyei, 2005) was completed by 82 students who took an optional course in Japanese language, at the end of their programme of study. The results indicated that two major motivations for learning Japanese were travel and instrumental (carrier). Furthermore, a simultaneous multiple regression analysis suggested that travel orientation may predict higher examination scores. There was a weak significant correlation between students' examination scores and their preferred instruction type.
Demotivating factors in learning Japanese as a foreign language 日本語学習における動機減退要因
In terms of student performance, there are a variety of factors that influence foreign language learning and student achievement. Language instructors hope that these factors are motivational, but often times they are demotivational. Such demotivating factors can affect an individual student's success as well as affect the rest of the class's performance as a whole. Therefore, this study attempts to identify and understand more thoroughly some factors involved in student demotivation by approaching this predicament from a point of view of native English speakers learning Japanese. Material collected through interviews with students learning Japanese as a foreign language forms the basis for the study's outcome. The students volunteered to participate in the study and were not singled out from their classmates for any particular reason. However, to meet the research's goal, the interviewer only selected students with more than five years of Japanese language learning experience. This research suggests that primarily four factors demotivate learners of Japanese.
An Investigation of Motives and Fear of Learning Japanese As a Foreign Language
International Journal of Academic Research in Business & Social Sciences , 2022
Research showed that learners faced negative and positive factors in learning a foreign language. The negativities may be the barrier for the students to succeed in the learning process. This research examines what makes the students stay in lectures and what elements could cause the students to quit. This research aims to investigate the motives/motivations that students encounter and whether these positive elements help the students overcome the fear and anxiety they face. This research adopted the quantitative approach. A survey is used as the instrument. A questionnaire with five sections on demography profile, motivation to learn, communication and apprehension, fear of negative evaluation, test anxiety was questioned by the students. Two hundred and twenty-one students from three disciplines in a public university in Malaysia participated in the questionnaire. The result shows that students do experience fear and anxiety during lectures. However, the desire to learn makes the students put in some effort to overcome the negative factors. When the desire to learn and the efforts are implemented in learning the Japanese language, students gradually feel comfortable and at ease when attending lectures. This research indicated that fun and interactive activities and an enjoyable lesson should be planned to assist students to overcome the negatives and succeed in mastering the language.