Comparing different L3s and factors that affect motivation to learn LOTEs

Abstract

In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored students’ motivation to learn languages other than English (LOTEs) or an L3. The literature on L2 motivation raises the issue of the need to compare the similarities and differences between learning a second language (L2) and a second foreign languages (or L3). English departments at Taiwanese universities require students to begin studying an L3 in their second or third years of study. However, the motivations for these students to learn L3s remain underexplored. This study addresses this gap in the literature. A standardized questionnaire was completed by 150 students in technological universities in Taiwan. The findings reveal five new factors that motivate students to learn L3s: self-accomplishment and expanding horizons, visions of being fluent in the L3, career orientation, interpersonal and social influences, and personal development, which are different from our perceived concept of traditional L2 motivation theories. Besides factors that might also apply to L2 learners’ motivation, the study also highlights issues of insufficient course sessions and unsystematic curriculum mapping as having negative effects on their motivation. The findings can be used as a reference to improve curricula.

RETRACTED: Junior secondary school students' motivation for learning multiple foreign languages in Burundi: a cross-sectional study

“…Despite a large volume and its quite long history, L2 motivation research has had a "longstanding monolingual bias" (Henry and Thorsen, 2017, p. 1), that is, the study of L2 motivation has largely been concerned with situations where learners are engaged in learning a single L2/FL (Henry, 2010) with studies in which English was the L2 receiving the lion's share (Henry and Apelgren, 2008;Lai, 2023). This is unfortunate since multilingual acquisition is a common practice rather than an exception in the current global context (De Angelis, 2007).…”