The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

Mori, Yoshiko; Calder, Toshiko M.

doi:10.1111/flan.12159

Cited by 13 publications

(16 citation statements)

References 68 publications

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“…This may be because of the Cantonese curriculum and instructional focus in the focal school, which focused less on writing than on the other skills. Contrary to Mori and Calder's (2015) findings on Japanese high school heritage learners in the United States, in the current study, upper elementary school students' attitudes toward Cantonese learning failed to explain the variance of their Cantonese proficiency. This might be because of the age of the participants in this study (9-to 11year-old participants), differences in the approach to measuring learners' attitudes toward learning Cantonese that was used, and the small sample size.…”

Section: Discussioncontrasting

confidence: 99%

“…After deciding the number of components to retain, PCA with varimax rotation was completed. “Since loading indicates the degree of the contribution of the item to the component” (Mori & Calder, , p. 737), only items with loadings of .40 or greater on one component and less than .30 on other components were retained (McCoach, Madura, & Gable, ). As a result, two cross‐loading items were removed and six items were retained.…”

Section: Resultsmentioning

confidence: 99%

“…Previous studies have examined the relation between student attitudes and partner language proficiency (e.g., Gardner, 1985;Masgoret & Gardner, 2003;Mori & Calder, 2015); however, they have been conducted with students in non-dual immersion programs. Gardner and his colleagues (Gardner, 1985;Masgoret & Gardner, 2003) found positive associations between attitudes toward learning a second language and language proficiency among English-French bilingual students attending non-dual immersion programs in Canada.…”

Section: Student Attitudes and Language Proficiencymentioning

confidence: 99%

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Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

Yang

Leung

Tong

et al. 2018

Foreign Language Annals

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Previous research reports the positive impact of dual immersion programs on students’ language proficiency, yet fewer studies have examined students’ attitudes in such programs. The current study examined student attitudes and language proficiency in a Cantonese dual immersion school and explored relationships between students’ attitudes and language proficiency in Cantonese. Language proficiency results showed that, on average, Cantonese immersion student performances indicated attainment of Intermediate High level in listening, Novice Mid level in reading, and Novice High level in writing. In addition, heritage learners outperformed non-heritage learners in reading and listening skills. Survey data revealed that heritage learners held more positive attitudes toward learning Cantonese compared to non-heritage learners but that there were no differences in attitudes toward the focal school between the two student groups. Regression analysis revealed that students’ attitudes towards the dual immersion school explained significant variance in their Cantonese reading, listening and speaking skills. Qualitative data also revealed that students’ positive attitudes toward their school were shaped by their experiences with their principal, teachers, and school activities. These findings shed light on the role that positive school and learning environments play in helping dual language immersion school students acquire proficiency in the partner language.

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Section: Discussioncontrasting

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Student Attitudes and Language Proficiencymentioning

confidence: 99%

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Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

Yang

Leung

Tong

et al. 2018

Foreign Language Annals

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“…This begs answers to questions such as why these language learners were motivated to learn Japanese despite unfavorable sociopolitical conditions. So far, limited research has examined what motivates language learners to learn Japanese in comparison with English (except for studies such as Humphreys & Miyazoe-Wong, 2007;Mori & Calder, 2015;Nomura, Kataoka, & Mochizuki, 2019;Nomura & Yuan, 2019;Northwood & Kinoshita Thomson, 2012;Tanaka, 2013;Tsang, 2012). Research on what motivates Japanese language learners can help enrich the current understanding of language learning motivation and further develop the relevant theorization (e.g., Boo et al, 2015;Duff, 2017;Gao & Lv, 2018;Lv et al, 2017).…”

mentioning

confidence: 99%

What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Teo

Hoi

Gao

et al. 2019

The Modern Language Journal

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In light of popular nationalism on the rise in China and Japan, this inquiry develops and validates a survey instrument to document university students’ motivation to learn Japanese in mainland China and explore how the learning of a foreign language may lead to better cross‐cultural understanding. A total number of 398 Chinese learners of Japanese in Chinese universities participated in the survey and 12 of them participated further in post‐survey interviews. The results confirm that participants’ interest in Japan‐related products, employment opportunities, and activities contribute to the motivation to learn the language for cross‐cultural understanding and undertake cross‐cultural exchanges with Japanese people. The results suggest that increased exposure to Japan‐related affairs in the media coverage undermines their desire for intercultural communication and increases the approach for interacting with Japanese people. This means it is necessary for Japanese language educators to engage with Japanese language learners and to address macro contextual processes such as rising tensions between the two countries, negative coverage on China in Japan's media, and negative coverage on Japan in the Chinese media.

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“…Two non‐exclusive mechanisms could be proposed for this association. There may be an emotional attachment to the language and its history and country, or there may be a cognitive facility with the language, including a liking for its orthography and sound (Csizér and Dörnyei, ; Masgoret and Gardner, ; Mori and Calder, ). It may be that these mechanisms overlap and have their own emotional and cognitive components.…”

Section: Discussionmentioning

confidence: 99%

Sleep‐dependent memory consolidation is related to perceived value of learned material

Rijn

Lucignoli

Izura

et al. 2016

Journal of Sleep Research

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Summary Although many types of newly encoded information can be consolidated during sleep, an enhanced effect has been found for memories tagged as relevant to the future, such as through knowledge of future testing or payment for successful recall. In the current study, participants (n = 80) learned Welsh and Breton translations of English words, and intrinsic relevance of learned material was operationalized as perceived value of the Welsh and Breton languages. Participants were non‐Welsh native English speakers who had recently arrived in Wales. Memory for the words was tested immediately and 12 h later, after either a period of wake or a period of sleep. An increase in recall for both languages was found after sleep, but not after wake. Importantly, for the sleep condition, overnight improvement in Welsh word recall was associated with participants’ level of valuing the Welsh language. This association was not found for the wake period condition. These findings support previous indications of an active role of sleep in the consolidation of memories relevant for the future, and demonstrate that this effect may be modulated by individual differences in perceived value of the learned material. It remains to be established whether this association is mediated by an emotional attachment to the language or a cognitive facility with it, or both.

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The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

Cited by 13 publications

References 68 publications

Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Sleep‐dependent memory consolidation is related to perceived value of learned material

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