Motivation for LOTE learning: a cross-country comparison of university learners of French

Howard, Martin; Oakes, Leigh

doi:10.1080/01434632.2021.1897129

Cited by 9 publications

(3 citation statements)

References 29 publications

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“…This is indeed corroborated in empirical studies (for the UK: Lanvers, 2016b;Stolte, 2015;for the US: Thomson & Liu, 2018;for Australia: Lo Bianco & Slaughter, 2009). Even comparing learners of the same target language, for example English L1 and German L1 speakers both learning French, we observe that English L1 speakers show higher motivation than those with other L1s (Howard & Oakes, 2021).…”

Section: Attitudinal Issuesmentioning

confidence: 70%

Language Learning beyond English

Lanvers

2024

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This Element addresses the following three questions: can Global English unequivocally be framed as a 'killer' language for learning LOTEs (languages other than English)? If so, under what premises? (Section 1); what are the rationales and justifications for learning LOTE in the age of Global English? (Section 2); and what are the pedagogical and policy implications for learning LOTE in the age of Global English? What can we learn from current (best and less good) practice? (Section 3). Attempts to engage learners in learning a variety of languages – rather than just English – often fail to achieve desired results, both in Anglophone and non-Anglophone contexts. Can English be blamed? What can policymakers and educators do to address the crisis? This Element proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core.

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Section: Attitudinal Issuesmentioning

confidence: 70%

Language Learning beyond English

Lanvers

2024

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“…Despite the applicability of L2MSS, the increased multilingualism ( Douglas Fir Group, 2016 ) together with the paucity of research on LOTEs necessitates a better understanding of LOTE motivation ( Boo et al, 2015 ; Ushioda, 2017 ; Howard and Oakes, 2021 ). LOTE studies have been rooted in the field of L2 study, with the explicit goal of describing how a learner builds “a new language system” (as cited in Ushioda, 2017 , p. 475).…”

Section: Literature Reviewmentioning

confidence: 99%

Chinese undergraduate students’ motivation to learn Korean as a LOTE

2023

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As rates of multilingualism increase, interest in the field of Languages Other Than English (LOTEs) has been growing over the last few years. This study investigated the motivation held by Chinese undergraduate students for learning Korean as a LOTE using Dörnyei’s L2 Motivational Self System (L2MSS). In total, 123 subjects responded to the 6-point Likert scale measuring their Korean learning motivation. The collected data were analyzed using SPSS 22. Logistic regression was applied for identifying variables that distinguished the first-year from the second-year learners of Korean, while canonical correlation analysis was used to examine the correlation between two sets of variables, the first set of dependent variables of the ideal L2 self and the ought-to L2 self, and the second set of independent variables of family influence, instrumentality promotion, instrumentality prevention, attitude to learning Korean, cultural interest, attitude toward community and integrativeness. Results showed that variables of family influence, cultural interest, and attitude to learning Korean were statistically significant in distinguishing the first-year from the second-year learners in terms of affective variables. In addition, canonical analysis showed that the dependent variable set of the ideal L2 self and the ought-to L2 self together shared nearly 69% variance with the independent variable set, indicating that the ideal L2 self and the ought-to L2 self together were highly related with these affective variables in the independent variable set. The findings of the current study suggest that more creative Korean language learning activities be adopted to help sustain the high levels of affect among Korean language learners.

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“…However, according to Huang's (2021) viewpoint, the existing theories regarding L2 acquisition may not adequately address the underlying motivation behind learning languages other than English (LOTE). When studying LOTE, Howard and Oakes (2021) propose a classification based on linguistic demography. In L1-English contexts, LOTE are typically acquired as a L2, whereas in non-L1-English contexts, LOTE are primarily learned as a third language (L3) after English, which is learned as a L2.…”

Section: Introductionmentioning

confidence: 99%

Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand

Jitpaiboon,

Rungswang,

Miyamoto

2024

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Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang’s (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3), as is common in Thailand. It aimed to explore the motivations of 167 Thai students in higher education when choosing to study Japanese, using a questionnaire and a focus group. The findings indicate that Culture/Community Interest and Instrumentality-Promotion significantly influence motivation. On the other hand, Instrumentality-Prevention and Intended Learning Effort are closely related and exhibit the least influence. The findings also showed that students’ motivations change depending on their year of study. Third- and fourth-year students valued practical benefits the most, while second-year students were more interested in the culture and community of the target language. In addition, the research also examined students’ perceptions of multilingual learning. This research helps educators, linguists, and policymakers understand why students want to study Japanese and to create effective teaching strategies tailored to students’ interests.

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Motivation for LOTE learning: a cross-country comparison of university learners of French

Cited by 9 publications

References 29 publications

Language Learning beyond English

Language Learning beyond English

Chinese undergraduate students’ motivation to learn Korean as a LOTE

Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand

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