Exploring evolving motivation to learn two languages simultaneously in a study-abroad context.
Exploring evolving motivation to learn two languages simultaneously in a study-abroad context.
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探索在出国留学的背景下同时学习两种语言的不断变化的动机。
DOI：
10.1111/modl.12695
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
T.
中科院分区：
文献类型：
--
作者：
Fukui;H. & Yashima;T.
近年来，关注学习英语以外的语言或同时学习一种以上语言的动机的研究越来越受到关注。然而，与第二语言（L2）英语学习相关的则要少得多。为了填补这一空白，本文探讨了两名日本学生的动机演变，他们花了一个学年的时间在台湾学习英语和汉语。数据包括课程前和课程中进行的半结构化访谈，以及学生绘制的动机图表。这些采访被转录、编码和分类。本研究以二语动机自我系统和理想多语自我概念为框架，捕捉了同时学习多种语言的复杂体验。为了捕捉动机的动态性和复杂性，本文还采用了三种不同的时间尺度（微成因、中成因和个体成因）来分析学习者的经验。研究结果显示了理想的、应该掌握第二语言和第三语言的自我以及理想的多语言自我是如何在1名学生中出现的。采访还揭示了多种学习经历和保持平衡的斗争，两种语言都在争夺有限的认知资源和学习时间。
Studies focused on motivation to learn languages other than English or more than 1 language simultaneously have been gaining attention in recent years. However, there are far fewer than those related to second language (L2) English learning. To fill this gap, this article explores the evolving motivation of 2 Japanese students who spent 1 academic year learning both English and Chinese on a study‐abroad program in Taiwan. The data consist of semistructured interviews conducted before and during the program along with motivation graphs drawn by the students. The interviews were transcribed, coded, and categorized. The L2 motivational self system and the concept of the ideal multilingual self are used as frameworks to capture the complex experience of learning multiple languages simultaneously. To capture the dynamic and complex nature of motivation, this article also applies three different timescales (microgenetic, mesogenetic, and ontogenetic) to analyze learners’ experiences. The results show how ideal and ought‐to second‐ and third‐language selves emerged along with an ideal multilingual self in 1 of the students while abroad. The interviews also revealed multiple learning experiences and struggles in maintaining balance, with both languages competing for limited cognitive resources and study time.