Italian Language Learning and Student Motivation at Australian Universities

D'Orazzi, Giuseppe; Hajek, John

doi:10.1080/00751634.2021.1923169

Cited by 4 publications

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A socio-psychological analysis of goal-setting when deciding to learn a second language

D'Orazzi

2023

ARAL

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This study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students’ goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020), goal formation is deconstructed and analysed to throw new light on students’ psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants’ desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021).

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A socio-psychological analysis of goal-setting when deciding to learn a second language

D'Orazzi

2023

ARAL

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The L2 learning experience as the Cinderella of the L2 motivational self system

D’Orazzi

2024

Enabling Learning: Language Teaching for Australian Universities

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Second Language Motivational Selves and Interactional Pragmatics in Study Abroad: A Qualitative Study

Lang,

Xiao,

Zhang

2024

Languages

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The effects of individual differences factors on second language (L2) pragmatic competence are of interest to researchers because the development of L2 pragmatic competence is directly related to learners’ personal traits and their knowledge of contextual factors. In a study abroad (SA) setting, prior studies have found that despite the abundant learning affordances in an SA context, learners vary in their use of such opportunities, such as social contact, to increase L2 pragmatic competence. A key factor contributing to these varying outcomes is motivation. The most recent model of L2 motivation integrates regulatory focus theory, which combines learners’ L2 self-guides, emotional responses, such as anxiety and enjoyment, and their patterns of eager and vigilant L2 use, all of which are closely linked to L2 achievements. Adopting this integrated model of motivation, this study examined the connections between L2 motivational selves and pragmatic competence in interaction in a study abroad context. Participants were four U.S. learners of Chinese who studied and interned abroad in Fall 2021 and 2022. They completed a role-play task on pragmatics in interaction, a survey on learning background and social contact, a survey on L2 motivational selves, and a semi-structured interview on their study abroad experience. The results indicate that both L2 motivational selves and the quantity and quality of L2 social contact influence interactional pragmatics. We proposed three pedagogical implications related to individual difference factors (e.g., motivation and L2 exposure) to enhance L2 pragmatic learning in an SA context.

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Italian Language Learning and Student Motivation at Australian Universities

Cited by 4 publications

References 0 publications

A socio-psychological analysis of goal-setting when deciding to learn a second language

A socio-psychological analysis of goal-setting when deciding to learn a second language

The L2 learning experience as the Cinderella of the L2 motivational self system

Second Language Motivational Selves and Interactional Pragmatics in Study Abroad: A Qualitative Study

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