Profiling and tracing motivational change in project-based L2 learning

System ◽  
2017 ◽  
Vol 67 ◽  
pp. 50-64 ◽  
Author(s):  
Hyojin Park ◽  
Phil Hiver
Keyword(s):  
Motivational Change ◽  
L2 Learning

A Retrospective Survey of L2 Learning Motivational Changes

2010 ◽  
Vol 32 (1) ◽  
pp. 29 ◽  
Author(s):  
Tsuyuki Miura
Keyword(s):  
University Students ◽  
Rank Order ◽  
A Priori ◽  
Entrance Examinations ◽  
Motivational Change ◽  
Japanese University ◽  
L2 Learning ◽  
Motivational Changes ◽  
Level Of Motivation

This study investigated the long-term L2 learning motivational changes of 196 Japanese university students using a retrospective approach. The participants’ perceived level of motivation and the rank order of their motivational reasons over 7 years were measured using a survey in order to test five a priori hypotheses: (1) The participants’ motivational levels have frequently changed since they started English learning; (2) these levels were affected by entrance examinations in their final years of junior high and high school; (3) the patterns of motivational change between high and low proficiency university students differ; (4) the rank order of motivational reasons has changed over time; and (5) the rank orders of motivational reasons between high and low proficiency university students differ. These hypotheses were mostly supported. The primary findings indicated that the participants experienced frequent motivational changes in their learning experiences and they were strongly influenced by entrance examinations. 本稿は１９６名の日本の大学生を対象に、英語学習における動機付けの変化を調査したものである。参加者自らに、過去７年間に渡る動機付けの強さとその理由の順位を回顧的調査手法にて報告させ、そのデータをもとに、以下５つの仮説を検証した。（１）参加者の動機付けの強さは、学習開始時から変化し続ける、（２）動機付けの強さは、中３および高３時の入試に強く影響を受ける、（３）学習到達度の差は、動機付け理由の変化に差を生む、（４）動機付け理由の順位は時間の経過に伴い入れ替わる、（５）学習到達度の差は、動機付け理由の順位に差を生む。すべての仮説はほぼ立証され、結果として、参加者の学習動機付けは頻繁に変化していることや、入試に影響を受けていることなどが明らかになった。

Beyond Age Effects in Instructional L2 Learning

2017 ◽  
Author(s):  
Simone E. Pfenninger ◽  
David Singleton
Keyword(s):  
Age Effects ◽  
L2 Learning

scholarly journals Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning

2020 ◽  
Vol 56 (2) ◽  
pp. 339-363
Author(s):  
Qianying Zhao ◽  
Jingyang Jiang
Keyword(s):  
Probability Distributions ◽  
Specific Property ◽  
Distribution Functions ◽  
Target Language ◽  
Native Languages ◽  
Language Competence ◽  
English Writing ◽  
Chinese Learners ◽  
L2 Learning ◽  
New Perspective

AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.

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