Commentary: Motivation for Learning Languages Other Than English in an English‐Dominant World

Abstract

The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary 'foreign language' settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary challenges and processes involved in the learning of languages other than English (LOTEs) -whether by non-Anglophones choosing additional or alternative languages, or for Anglophones choosing to learn a different language? And how is motivation theory itself evolving in light of the emerging role of English as a global language and a greater emphasis on sociopolitical, sociocultural, economic, and ideological aspects of language learning in diverse contexts, on the one hand, and a concomitant de-emphasis of deficit-oriented notions of learners' shortcomings or traits in acquiring or using another language, on the other? What research methods are being used? Finally, how is current motivation research taking into account multilingual experiences (i.e., involving three or more languages), rather than just the learning of one additional (foreign) language? In this commentary piece, I address questions such as these by drawing on insights from the nine articles and other related sources and also offer some of my own perspectives drawing from research on Chinese and other languages.

What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

“…Nevertheless, the findings do shed light on how motivation for learning languages other than English can be conceptualized alternatively since language learning motivation research has been largely dominated by studies on the learning and teaching of English (Boo et al, 2015). Far more importantly, this study extends the conceptualization of motivation along the line of Yashima's (2002) "international pos-ture" toward a more indigenous contextualized understanding of factors that motivate language learners in the learning process of other languages (e.g., Duff, 2017). For instance, language learners might follow with the trend of social movements and product manufacturing of the country, which could be a cause and a sustainable reason for facilitating the learning process of languages in general.…”

“…So far, limited research has examined what motivates language learners to learn Japanese in comparison with English (except for studies such as Humphreys & Miyazoe-Wong, 2007;Mori & Calder, 2015;Nomura, Kataoka, & Mochizuki, 2019;Nomura & Yuan, 2019;Northwood & Kinoshita Thomson, 2012;Tanaka, 2013;Tsang, 2012). Research on what motivates Japanese language learners can help enrich the current understanding of language learning motivation and further develop the relevant theorization (e.g., Boo et al, 2015;Duff, 2017;Gao & Lv, 2018;Lv et al, 2017).…”

Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology

“…When the L2MSS is situated in a LOTE‐learning setting, a multilingual self‐perspective becomes especially relevant (Duff, 2017; Henry, 2017; Ushioda, 2017). An unresolved issue is whether the multilingual self is language specific (Markus & Nurius, 1986) or more related to a general, broad sense of ideal self with different aspects (Higgins, 1987).…”

“…This view has similarities with Gardner's (2001) integrative motivation, except that it is the translingual and transcultural orientation that guides language learning instead of Gardner's emphasis on prospective identification with the L2 community through gaining competence in a particular language. By problematizing the notions of essentialized, discrete ‘selves’ associated with a specific target language, Duff (2017) argued that “a more holistic, interactive, ecological approach to motivation and other aspects of language learning and multilingualism is warranted” (p. 604). Empirically, Busse (2017) found that some German learners in the United Kingdom possessed a plurilingual ideal self which was not specifically tied to the German language.…”

The ideal multilingual self: validity, influences on motivation, and role in a multilingual education

“…Changes in the nature of communication across and within languages brought about by globalization mean that language education needs to be reconceptualized in ways that take account of the diversity of reasons for learning (Duff, 2017;Leung & Scarino, 2016). Arguing that learning objectives are often too narrowly-defined, and generally mesh poorly with the needs and interests of individual learners, Leung and Scarino (2016) argue for a 'holistic and expansive consideration' of the goals of language learning (p. 82).…”