Adult foreign language learners: motivation, attitudes and behaviours

Arthur, Lore; Beaton, Fran

doi:10.1080/09571730085200081

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…A further 86% chose to learn the language to understand the culture and life of the English speaking society, and 82% needed the language to participate in local activities and events. Arthur and Beaton [75] found the majority of adult foreign language learners associate travel with reasons to learn. Childhood experiences and exposure to another language clearly matter because a surprising number of adults were exposed to aspects of foreign language or culture at one time in their childhood.…”

Section: Discussionmentioning

confidence: 99%

“…Findings from various studies on motivation to learn Chinese language or other foreign languages are not only diverse but also changing [75], so perfect and universal teaching principles virtually do not exist. This study contributes the understanding of motivation types and differences among the four aged Japanese learners to TCSOL teachers and future research.…”

Section: Discussionmentioning

confidence: 99%

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Finding an Effective Treatment for Sustainable Chinese Language Learning in Japan: A Comparative Study on Motivation of Different Ages

Cai¹

2021

Preprint

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Sustaining learners’ motivation to keep learning has been concerned for over 60 years in education and SLA. Most research focusing on Japanese university students has contributed lots of theoretical and practical developments, but research focusing on motivations of non-traditional adult learners and those under 18-year-old to learn Chinese is still little even though previous research findings have proved age is one of the key variables influencing learning besides nationalities and Chinese language levels. In order to find an effective treatment for sustainable Chinese language learning in Japan, this study utilized a survey method to analyze the types of Japanese learners’ motivation to learn Chinese via analysis of a moment structures (AMOS), and to compare the differences of the motivation via one-way ANOVA. This study revealed that Japanese learners’ motivation to learn Chinese consists of eight common types, which are “instrumental motivation”, “personal orientation”, “identified regulation”, “Chinese cultural productions”, “integrating into Chinese community”, “external regulation”, “social responsibility”, and “Chinese for academic purposes”. Also, there are similarities and differences existing in the eight motivation types among the Japanese children, adolescents, (non-) traditional adult learners of Chinese as a foreign language (CFL). The findings contribute the understanding of motivation types and differences among the four aged Japanese learners to teachers of teaching Chinese to speakers of other languages (TCSOL), and to future research further exploring how differently aged Japanese learners can have and use a higher motivation as a main drive to learn Chinese language as a lifelong business.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Finding an Effective Treatment for Sustainable Chinese Language Learning in Japan: A Comparative Study on Motivation of Different Ages

Cai¹

2021

Preprint

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“…In other words, learning achievement is only descriptive in every learning plan and only part of the domain is visible, for example, the mastery of the psychomotor domain is still very minimal compared to other domains, it is more likely to cognition domain. Motivation, as one of the affective domains, is more dominant to be the basis for the success of foreign language learning, both for teachers and students (Arthur & Beaton, 2007;Kiziltepe, 2008;Brumen, 2011;Ruesch, Bown, & Dewey, 2012;Yang, 2017;Gearing & Roger, 2018;and Karimi & Zade, 2018;etc. ), in fact, the motivation is not enough to mediate the foreign language speaking skills.…”

Section: Introductionmentioning

confidence: 99%

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Arung

Rafli

Dewanti

2019

IJHE

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Formal educational practitioners tend to neglect the students’ sense of liking; we labled as Preferent learning, in order to acquire certain skill in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. In fact, the individual learning, language community, social change, and sopihisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in an unpredictable ways without any rules and an informal self-evaluation were applied as a way in sustaining the skills.

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Research on language teaching and learning: 2000

Johnstone

2001

Lang. Teach.

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Adult foreign language learners: motivation, attitudes and behaviours

Cited by 7 publications

References 2 publications

Finding an Effective Treatment for Sustainable Chinese Language Learning in Japan: A Comparative Study on Motivation of Different Ages

Finding an Effective Treatment for Sustainable Chinese Language Learning in Japan: A Comparative Study on Motivation of Different Ages

I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

Research on language teaching and learning: 2000

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