Reconceptualising the Motivational Complexity of Multilingual Learning

上个世纪，由于全球化、移民和技术发展，使用多种语言的现象有所增加；到2016年，仅欧盟就有近30%的人使用多种语言，而且对使用多种语言的经济和社会需求持续上升（欧盟统计局，2019年）。然而，尽管对学习单一第二语言/外语的动机进行了大量的研究，但学习多语言的动机（多语言动机）直到最近才在应用语言学中引起重视。在过去十年中，绝大多数多语言动机研究都集中在一种语言动机对另一种语言的影响上（例如Bui & Teng 2019； Henry 2017; Wang & Zheng 2019）。这种关注导致几乎没有研究涉及动机重叠，动机和身份的元素同时影响多种语言体验（Jessner, 2006; Thompson & Liu, 2018）。我们对多语言动机的狭隘理解导致缺乏足够的支持来维持学生的多语言动机，从而导致入学率下降和课程流失增加（高等教育统计局，2020）。因此，我的博士学位的目标是通过调查当前多语言动机框架中缺失的动机机制来填补这一研究空白。我的研究目标是定义：RO1。多语言动机所特有的动机重叠的主要形式[2]。这些现象如何相互作用导致不同的学习结果？对当前多语言动机框架进行适当修改。修订后的框架在国际单/双/多语言学习环境中的有效性。因此，我的项目应该致力于解决我们对多语言动机的理解中的弱点，并将作为未来教育资源开发的基础，以更好地支持和维持学习者学习多语言的动机。

The last century has seen a rise in multilingualism as a result of globalisation, migration, and technological developments; by 2016, the EU alone was almost 30% multilingual, and the economic and social need for multilingualism continues to rise (Eurostat, 2019). However, while much research has been carried out on the motivation to learn a single second/foreign language, the motivation for learning multiple languages (multilingual motivation) has only recently gained attention in applied linguistics.The vast majority of multilingual motivation research of the last decade has focused on the influence of motivation for one language on the other (e.g. Bui & Teng 2019; Henry 2017; Wang & Zheng 2019). This focus has resulted in little to no research addressing motivational overlap, the elements of motivation and identity that affect multiple language experiences simultaneously (Jessner, 2006; Thompson & Liu, 2018). Our narrow understanding of multilingual motivation has led to a lack of adequate support for sustaining students' multilingual motivation, contributing to declining enrolment rates and increased course attrition (Higher Education Statistics Agency, 2020). The goal of my PhD is thus to begin filling this gap in research by investigating the motivational mechanisms missing from current frameworks of multilingual motivation. My research objectives are to define:RO1. The primary forms of motivational overlap unique to multilingual motivationRO2. How these phenomena interact to contribute to different learning outcomesRO3. Appropriate modifications to current multilingual motivation frameworksRO4. The validity of the revised framework across mono-/bi-/multilingual learning contexts internationallyAs a result, my project should work toward addressing weaknesses in our understanding of multilingual motivation and will serve as a foundation for the future development of educational resources to better support and sustain learners' motivation to pursue multiple languages.