Our ways of learning language

Lepota, Biki; Weideman, Albert

doi:10.4314/jlt.v36i3-4.5987

Cited by 7 publications

(2 citation statements)

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“…Secondly, contextually, the statements that were deemed irrelevant or biased were excluded. For this design and refinement process, the following questionnaires were used: the Beliefs About Language Learning Inventory Modified (BALLI-M) by Lepota and Weideman (2002), the Attitude/Motivation Test Battery (AMTB) by Gardner (2004), the Consolidated list of the motivation questionnaires used in the 2008-2009 comparative survey project in Japan, China and Iran published by Dörnyei and Taguchi (2010) and the English language learning survey (items grouped according to scales) by Clement, Dörnyei and Noels (1994). The rewording or restructuring of the statements is demonstrated in Table 5.…”

Section: The Design and Format Of The Questionnairementioning

confidence: 99%

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The development of a motivation for language learning questionnaire in multilingual South Africa: Context and use

Mhlongo

Plessis²,

Weidemann³

2022

PLING

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Survey questionnaires have over time become benchmark measuring instruments used to measure language learning motivation (LLM) in applied linguistics research related to second or additional language teaching. For researchers who wish to study the motivation phenomenon in multicultural and multilingual contexts, however, the problem is that many of the standardized questionnaires such as Gardner's Attitude/Motivation Test Battery (AMTB) were designed to measure students' motivation primarily in Western countries. Therefore, it becomes mandatory for these researchers to devise scales that are contextually more appropriate for measuring students' LLM. Accordingly, this paper aims to contribute to the limited body of knowledge concerning the design of questionnaires for measuring LLM that are applicable to African multilingual settings by proposing a renewal of perspective in this regard. By outlining the rationale for developing a reliable motivation scale that can potentially yield valid and reliable research outcomes in multilingual contexts, the paper aims to demonstrate how the design of inclusive motivation scales can be achieved. Normative procedures or methods involved in developing questionnaire scales are briefly presented, specifically the selection of suitable survey statements, as well as the piloting and refinement of the scale. It is proposed that the scale be used in conjunction with qualitative methods in order to gain a fuller picture of how motivation interacts with other factors and processes in multilingual contexts that require the learning of an additional language.

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Section: The Design and Format Of The Questionnairementioning

confidence: 99%

“…I am sure I have a good ability to learn English (Clement et al, 1994) 24. I believe that I will learn to read, write and speak English very well (Lepota & Weideman, 2002).…”

Section: New Formulationmentioning

confidence: 99%