No abstract

Although there is extensive research into what constitutes second language learning motivation and how it works, most of the existing work is carried out in ESL environments, and is mainly concerned with motivation to communicate using the target language. However, in EFL environments such as Japan, students have quite limited contact with target language communities, and consequently need to rely largely on written form of input. Thus, this study attempted to investigate the relationship between how students' motivation/attitudes toward reading in English and a specific reading task, and how much they read outside of class. The results of the study imply that the following two motivational constructs were significant predictors of the amount of reading: (1) a factor indicative of students' study habits, and (2) a factor of task-specific motivation indicative of students' lack of intrinsic value of stories. Surprisingly, neither sub-factors of reading motivation nor proficiency scores were found to be significant predictors.

Attribution theory posits that people look for causes for their successes and failures. Past research indicates that these causal attributions may influence future performance, and it has been suggested that attributional tendencies may be affected by culture and outcome. To understand the role that culture and outcome may play in attributions for foreign language learning, a set of questionnaires was designed to investigate how EFL university students (355 Thai and 350 Japanese) in two countries judged their successes and failures on actual language learning tasks. Although there were a few differences based on culture, MANOVA results revealed that both groups focused more on external factors (such as teachers and classroom atmosphere) for success and internal factors (such as lack of ability and effort) for failure. The implications that can be drawn with regard to cultural bias, language teaching, and the nature of the learning environment are considered. 帰属理論は、人は成功や失敗を認知する際、原因帰属を試みるとする。関連の先行研究では、原因帰属は文化や行為の結果に左右され、ひいては未来の行動に影響を与えるという可能性が示唆されている。本論文は、異なる文化背景をもつ英語学習者がその学習体験における成功と失敗の原因を何に求めるかを検証したものである。英語学習者の原因帰属プロセスを検証するにあたり、タイおよび日本の大学１年生（各355人、350人）を対象に質問調査を実施した。その結果、両国の大学生はどちらも、成功の原因は教員やクラスの雰囲気等の外的要因に求め、失敗の原因は能力不足や努力不足といった内的要因に求めることがわかった。これらの類似する原因帰属パターンを文化的な影響によるものと仮定し、英語学習においてどのような影響を与えるのかについても考察した。

The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.

This paper describes a study into learners’ attributions for success and failure in learning English as a foreign language. The study investigated perceived reasons for successes and failures on actual language learning tasks in both oral communication and reading classes, looking at how learners judge their successes and failures, and their range of attributions. A questionnaire was created based on attribution theory focusing on the attributions of ability, effort, task difficulty, and luck and was administered to 233 Japanese first-year university students. A significant relationship between exam scores and the attributions of ability, task difficulty and likes was found, with attributions for failure focusing on internal causes and attributions for success on external causes. The theoretical structure of causal attributions is discussed, and the implications that can be drawn with regard to cultural bias, language teaching and the nature of the learning environment are considered.