1887
image of Exploring a possible relationship between the attitude of experienced English learners towards Australian English and
their L2 motivation
  • ISSN 0155-0640
  • E-ISSN 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.

Loading

Article metrics loading...

/content/journals/10.1075/aral.18053.far
2019-09-10
2019-09-17
Loading full text...

Full text loading...

References

  1. Adolphs, S., Clark, L., Dörnyei, Z., Glover, T., Henry, A., Muir, C., Sánchez-Lozano, E., & Valstar, M.
    (2018) Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self. System, 78, 173–185. 10.1016/j.system.2018.07.014
    https://doi.org/10.1016/j.system.2018.07.014 [Google Scholar]
  2. Al-sheri, A. S.
    (2009) Motivation and vision: The relation between the Ideal L2 Self, imagination and visual style. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.164–171). Bristol: Multilingual Matters. 10.21832/9781847691293‑009
    https://doi.org/10.21832/9781847691293-009 [Google Scholar]
  3. Braun, V., & Clarke, V.
    (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. 10.1191/1478088706qp063oa
    https://doi.org/10.1191/1478088706qp063oa [Google Scholar]
  4. Brown, J. D.
    (1988) Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge: Cambridge University Press.
    [Google Scholar]
  5. (2009) Open-response items in questionnaires. InJ. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp.200–219). New York: Palgrave Macmillan. 10.1057/9780230239517_10
    https://doi.org/10.1057/9780230239517_10 [Google Scholar]
  6. Cook, V.
    (1999) Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. 10.2307/3587717
    https://doi.org/10.2307/3587717 [Google Scholar]
  7. Creswell, J. W.
    (2012) Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson.
    [Google Scholar]
  8. Crystal, D.
    (2003) English as a global language (2nd ed.). Cambridge: Cambridge University Press. 10.1017/CBO9780511486999
    https://doi.org/10.1017/CBO9780511486999 [Google Scholar]
  9. Dalton-Puffer, C., Kaltenboeck, G., & Smit, U.
    (1997) Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115–128. 10.1111/1467‑971X.00052
    https://doi.org/10.1111/1467-971X.00052 [Google Scholar]
  10. Dooey, P.
    (2010) Students’ perspectives of an EAP pathway program. Journal of English for Academic Purposes, 9, 184–197. 10.1016/j.jeap.2010.02.013
    https://doi.org/10.1016/j.jeap.2010.02.013 [Google Scholar]
  11. Dörnyei, Z.
    (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: L. Erlbaum.
    [Google Scholar]
  12. (2009) The L2 motivational self system. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp.9–42). Bristol: Multilingual Matters. 10.21832/9781847691293‑003
    https://doi.org/10.21832/9781847691293-003 [Google Scholar]
  13. Dörnyei, Z., & Clément, R.
    (2001) Motivational characteristics of learning different target languages: Results of a nationwide survey. InZ. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition Technical Report, 23 (pp.399–432). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Centre.
    [Google Scholar]
  14. Dörnyei, Z., & Csizér, K.
    (2012) How to design and analyse surveys in second language acquisition research. InA. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition (pp.75–94). Oxford: Wiley-Blackwell. 10.1002/9781444347340.ch5
    https://doi.org/10.1002/9781444347340.ch5 [Google Scholar]
  15. Dörnyei, Z., & Ushioda, E.
    (2011) Teaching and researching motivation (2nd ed.). Harlow: Pearson.
    [Google Scholar]
  16. Fryer, M., & Roger, P.
    (2018) Transformations in the L2 self: Changing motivation in a study abroad context. System, 78, 159–172. 10.1016/j.system.2018.08.005
    https://doi.org/10.1016/j.system.2018.08.005 [Google Scholar]
  17. Gao, Y.
    (2009) Language and identity: State of the art and a debate of legitimacy. InJ. L. Bianco, J. Orton, & Y. Gao (Eds.), China and English: Globalization and the dilemmas of identity (pp.101–119). Bristol: Multilingual Matters.
    [Google Scholar]
  18. Gao, Y., Xiu, L., & Kuang, W.
    (2010) I want to be a captain of my own heart. Chinese Journal of Applied Linguistics, 33(2), 3–17.
    [Google Scholar]
  19. Gardner, R. C.
    (1985) Social psychology and second language learning: The role of attitudes and motivation. London, Ontario: Edward Arnold.
    [Google Scholar]
  20. Ivankova, N. V., & Creswell, J. W.
    (2009) Mixed methods. InJ. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp.135–161). New York: Palgrave Macmillan.
    [Google Scholar]
  21. Jenkins, J.
    (2000) Phonology of English as an international language. Oxford: OUP.
    [Google Scholar]
  22. (2004) Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, 24, 109–125. 10.1017/S0267190504000054
    https://doi.org/10.1017/S0267190504000054 [Google Scholar]
  23. Kachru, B. B., & Nelson, C. L.
    (1996) World Englishes. InS. L. Mckay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp.71–102). Cambridge: CUP.
    [Google Scholar]
  24. Kormos, J., & Csizér, K.
    (2008) Age-related differences in the motivation of learning English as a foreign language: Attitude, selves, and motivated learning behavior. Language Learning, 58(2), 327–355. 10.1111/j.1467‑9922.2008.00443.x
    https://doi.org/10.1111/j.1467-9922.2008.00443.x [Google Scholar]
  25. Kramsch, C.
    (1998) The privilege of the intercultural speaker. InM. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approach through drama and ethnography (pp.16–31). Cambridge: CUP.
    [Google Scholar]
  26. Kuo, V.
    (2006) Addressing the issue of teaching English as a lingua franca. ELT Journal, 60(3), 213–221. 10.1093/elt/ccl001
    https://doi.org/10.1093/elt/ccl001 [Google Scholar]
  27. Lamb, M.
    (2009) Situating the L2 Self: Two Indonesian school learners of English. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.229–247). Bristol: Multilingual Matters. 10.21832/9781847691293‑013
    https://doi.org/10.21832/9781847691293-013 [Google Scholar]
  28. MacIntyre, P. D., Mackinnon, S. P., & Clément, R.
    (2009) Towards the development of a scale to assess possible selves as a source of language learning motivation. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.193–214). Bristol: Multilingual Matters. 10.21832/9781847691293‑011
    https://doi.org/10.21832/9781847691293-011 [Google Scholar]
  29. Mackey, A., & Gass, S. M.
    (2005) Second language research: Methodology and design. London: Lawrence Erlbaum.
    [Google Scholar]
  30. Moyer, A.
    (2004) Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon: Multilingual Matters. 10.21832/9781853597190
    https://doi.org/10.21832/9781853597190 [Google Scholar]
  31. (2007) Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28 (6), 502–518. 10.2167/jmmd514.0
    https://doi.org/10.2167/jmmd514.0 [Google Scholar]
  32. Pallant, J.
    (2011) SPSS survival manual (4th ed.). Crows Nest, NSW: Allen and Unwin.
    [Google Scholar]
  33. Phillipson, R.
    (1993) Linguistic imperialism. Oxford: Oxford University Press.
    [Google Scholar]
  34. Richards, K.
    (2009) Interviews. InJ. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp.182–199). New York: Palgrave Macmillan. 10.1057/9780230239517_9
    https://doi.org/10.1057/9780230239517_9 [Google Scholar]
  35. Ryan, S.
    (2006) Language learning motivation within the context of globalization: An L2 self within an imagined global community. Critical Inquiry in Language Studies: An International Journal, 3(1), 23–45. 10.1207/s15427595cils0301_2
    https://doi.org/10.1207/s15427595cils0301_2 [Google Scholar]
  36. (2008) The ideal L2 selves of Japanese learners of English (Doctoral thesis). University of Nottingham. Retrieved fromeprints.nottingham.ac.uk/10550/
  37. Smit, U., & Dalton, C.
    (2000) Motivational patterns in advanced EFL pronunciation learners. International Review of Applied Linguistics in Language Teaching, 38(3/4), 229–246.
    [Google Scholar]
  38. Stracke, E., Jones, J., & Bramley, N.
    (2014) Investigating adult migrant ESL learners’ language learning motivational profile in Australia: Towards a bicultural identity. InK. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp.155–170). Bristol: Multilingual Matters. 10.21832/9781783092383‑010
    https://doi.org/10.21832/9781783092383-010 [Google Scholar]
  39. Strauss, A., & Corbin, J.
    (2007) Basics of qualitative research: Techniques and procedures for developing grounded theory. Newsbury Park, London, and New Delhi: Sage Publications.
    [Google Scholar]
  40. Taguchi, T., Magid, M., & Papi, M.
    (2009) The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.66–97). Bristol: Multilingual Matters. 10.21832/9781847691293‑005
    https://doi.org/10.21832/9781847691293-005 [Google Scholar]
  41. Thompson, A.
    (2017) Don’t tell me what to do! The anti-ought-to self and language learning motivation. System, 37, 38–49. 10.1016/j.system.2017.04.004
    https://doi.org/10.1016/j.system.2017.04.004 [Google Scholar]
  42. Yashima, T.
    (2009) International posture and the ideal L2 self in the Japanese EFL context. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144–163). Bristol: Multilingual Matters. 10.21832/9781847691293‑008
    https://doi.org/10.21832/9781847691293-008 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.18053.far
Loading
/content/journals/10.1075/aral.18053.far
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: attitudes; motivation; TESOL; Australian English
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error