論文

2017年12月1日

Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves

Modern Language Journal
  • Tomoko Yashima
  • ,
  • Rieko Nishida
  • ,
  • Atsushi Mizumoto

101
4
開始ページ
691
終了ページ
711
記述言語
英語
掲載種別
研究論文(学術雑誌)
DOI
10.1111/modl.12430
出版者・発行元
Blackwell Publishing Inc.

This study investigates 3 unexplored issues regarding Second Language (L2) Motivational Self System theory. It further validates the theory using multiple structural equation modeling (SEM) along with a procedure comparing the strength of corresponding paths. Japanese university freshmen (N = 2,631) responded to a questionnaire and took the TOEFL-ITP test. Results showed the following: (a) Stronger Ideal and Ought-to L2 self visions led to intended effort, accounting in turn for higher levels of objectively measured proficiency. (b) Two types of learner beliefs reflecting L2 learning experience—Communication Orientation (the tendency to value extensive use of language) and Grammar–Translation Orientation (the tendency to value learning grammar explicitly)—influenced the 2 future selves differently. The former affected Ideal self more than Ought-to self, while the reverse was true of the latter. (c) Women's greater tendency to value communication activities influenced their stronger vision of Ideal L2 self. A stronger link between Grammar–Translation Orientation and Ought-to self in male students than in female students was found. Finally, the etic approach using SEM allowed for a comparison of studies conducted in different sociocultural contexts, showing stronger motivating power for Ought-to self in Japan along with gender differences, a finding with context-specific explanations.

リンク情報
DOI
https://doi.org/10.1111/modl.12430
ID情報
  • DOI : 10.1111/modl.12430
  • ISSN : 1540-4781
  • ISSN : 0026-7902
  • SCOPUS ID : 85032905491

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