Motivations for Learning Japanese and Additional Languages: A Study for L2 Self-Image across Multiple Languages

Abstract

Th is qualitative study aims to identify language learners' motivations for studying Japanese by comparing these with motivations for learning or using additional languages. Th irteen students from an Australian university participated in the study, all of whom were learning Japanese as a second language (L2) and were also learners or users of additional languages. Utilising Dörnyei's (2005) L2 Motivational Self System and the concept of 'domains of possible selves ' (Unemori et al. 2004), this study investigates the language selfimages (L2 selves) associated with Japanese, and contrasts them with the L2 selves associated with participants' additional languages. Further, it explores the formation of L2 selves and the relationships between diff erent L2 selves within a learner. Previous studies in this area have emphasised the negative impacts of the ideal English L2 self on motivations for learning subsequent languages. However, this study indicates that multiple ideal L2 selves can coexist without competition if each language has a fi rm link to a diff erent domain (i.e., Interpersonal, Extracurricular, Career, Education) in a learner's future self-image. Th e results of this study can be used to inform the practice of Japanese language teachers in multilingual contexts.

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

“…According to Nakamura (2015), however, the lower levels of motivation associated with learning LOTEs might not be a result of the presence of a powerful L2 English but rather a failure to link the other FLs that the learners are learning to specific domains of language use in their current or future life. Nakamura associates L2 learning motivation with particular domains such as education and career and highlights that there is a positive correlation between learners' future self-images and the domains where the target languages are considered relevant.…”

“…a harmonious coexistence among the different self-concepts related to the languages involved only if each language is firmly associated with a specific domain (e.g., career, education, interpersonal) in a learner's future self-image. This theory, according to which there is a positive relationship between language learning motivation and specific domains of learner's current or future language use (Nakamura, 2015), finds some support particularly in studies where the participants were learning multiple languages out of their own volition (see Humphreys and Spratt, 2008;Zaragoza, 2011;Huy, 2016;Siridetkoon and Dewaele, 2017). For example, in Zaragoza's (2011) study in which 33 Mexican tertiary students who were simultaneously learning multiple foreign languages participated, the students were found to have different motives about the languages being learned; each language was linked to a specific domain of life such as career, education or pleasure.…”

“…Such a technique can have a positive impact on the learners' ideal L2 self and probably help in improving or sustaining the students' language learning motivations. Moreover, as English (L3) was found to be the most popular foreign language among the participants, discussing in class about the role of each language and, as Nakamura (2015) argues, linking each target language to a specific domain (e.g., career, education, interpersonal) of language use in the learners' current or future life might lead to not neglecting one FL over others when learning them. Otherwise, these pupils may start neglecting both French and Kiswahili despite that fact that both are not only important in Burundi but also at the regional level.…”

The Post-Sojourn in Study Abroad Research—Another Frontier

“…Comment est-ce que les anciens participants d'études à l'étranger se voient, dans leur environnement actuel, par rapport au multilinguisme et aux compétences interculturelles ? L'analyse qualitative de Rikki Campbell sur les trajectoires de vie post-séjour et les images de soi d'apprenant de langue seconde (L2)spécifiquement, les études continues et les carrières professionnellesde huit apprenants universitaires de langue japonaise utilise la Théorie de Soi de Markus et Nurius (1986) et « le schéma modifié des domaines des identités futures possibles » de Nakamura (2015). Une perspective émique a été adoptée avec les données pour l'étude semilongitudinale et transversale, obtenues à partir d'entretiens complétés sur une période de 16 mois avec des participants provenant de milieux et de programmes d'EE divers.…”

Maintaining the Japan Connection: The Impact of Study Abroad on Japanese Language Learners’ Life Trajectories and Ongoing Interaction with Japanese Speakers

“…Based upon Unemori, Omoregie, and Markus (2004), Nakamura (2015) has recently utilized the following four thematic categories for classifying the domains of Japanese language learners' possible future self-concepts: 1. Interpersonal domain (communicating with friends, communicating with family, mediator) 2.…”