2017年6月19日
Using Content Analysis to Identify Motivation and Efforts to Learn English
Tokyo JALT Journal
- ,
- 巻
- 4
- 号
- 開始ページ
- 29
- 終了ページ
- 37
- 記述言語
- 英語
- 掲載種別
- 研究論文(学術雑誌)
- 出版者・発行元
- 全国語学教育学会
Motivations to learn the L2 have typically been investigated using questionnaires, items from which undergo data reduction to identify various factors (see for example Dörnyei & Csizér, 2002; Gardner & Lambert, 1959; Noels, Pelletier, Clément, & Vallerand, 2000). Using short essays written by Japanese science and engineering majors (N = 111), the current study investigated students’ L2-English motivations and efforts for learning the L2. Participant responses were interpreted with three different theories of L2 motivation; the socio-educational model, self-determination theory and the L2 motivational self system. Participants were predominantly categorized as having externally driven motivations with approximately half of these learners describing concrete efforts to learn the L2; however, more self-determined participants and those having an ideal L2 self were more likely to describe daily efforts to learn English.