Why German? Motivation of students studying German at English universities

Busse, Vera; Williams, Melanie

doi:10.1080/09571730903545244

Cited by 51 publications

(35 citation statements)

References 19 publications

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“…In the first interviews, enjoyment of learning German was the most frequently mentioned reason for interviewees' decision to study German, as discussed elsewhere (Busse and Williams 2010). The qualitative data obtained in the follow-up interviews suggest that enjoyment of learning German remained an important motivator for students to continue their studies.…”

Section: Resultsmentioning

confidence: 93%

“…The effort factor consisted of seven items designed to measure self-perceived engagement with language learning in general, and with specific language learning tasks at university, such as self-perceived engagement with language assignments. The analysis procedure and results of the quantitative data are described in more detail in Busse and Williams (2010) and Busse and Walter (submitted), but three insights from the quantitative data will be highlighted here. First, a significant drop in students' level of intrinsic motivation could be observed (mean time point 1 ¼ 1.67, SD ¼ .53; mean time point 2 ¼ 1.80, SD ¼ .59, t ¼ 22.28, p , .05, r ¼ .29).…”

Section: Introductionmentioning

confidence: 99%

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Why do first-year students of German lose motivation during their first year at university?

Busse

2013

Studies in Higher Education

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This article explores motivational changes of first-year students enrolled on German degree courses at two major UK universities. It reports on the qualitative data obtained by a longitudinal mixed-methods study, and focuses on the interplay between students' motivation and the higher education learning environment. In particular, the article aims to shed light on the significant decrease in intrinsic motivation experienced by students over the course of the first year. The qualitative data illustrate the importance of the right level of challenge for maintaining students' intrinsic motivation. It is suggested that there are three areas in which the level of challenge in the respective German degree courses may not be geared to students' needs: reading German literature, writing essays in German and grammar tuition. The article explores the reasons why students are struggling in these areas, and concludes by outlining pedagogical suggestions for how to counteract decreasing motivation during the first year at university.

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Section: Resultsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Why do first-year students of German lose motivation during their first year at university?

Busse

2013

Studies in Higher Education

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“…According to this thesis, one might expect young learners to have dominantly Ought/Other motivation, and adults Ideal/Own. Although L2MSS studies have found older students to be dominantly Ideal-motivated (Busse & Williams, 2010;Ryan & D€ ornyei, 2013;Ryan, 2009), there is also evidence to the contrary (see below). …”

Section: Self Determination Theorymentioning

confidence: 92%

“…Oxford & Shearin, 1996: 122f), and enjoying a sense of progress in learning. Similarly, it is unclear if Gardner's (1985) notion of integrativeness is part of the Ideal Self; more generally, the delineation between intrinsic motivation and Ideal Self (Busse & Williams, 2010;Oakes, 2013) is also vague, given that instrumental motivation can be part of Ideal Self (Papi & Teimouri, 2012;Taguchi, Magid & Papi 2009). …”

Section: Empirical Studies Using the L2mssmentioning

confidence: 97%

Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners

Lanvers

2016

System

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a b s t r a c tThis article develops a new language learning motivation model, which is, like the currently dominant model by D€ ornyei, based on Higgins' (1987) Self Discrepancy Theory. Increasing evidence of 'non-fit' of D€ ornyei's model, especially (but not solely) from language learners with English as a first language, let to the author revisiting Higgins' original, which had more complex delineation of different Selves that adopted by D€ ornyei. After critically reviewing the body of literature suggesting 'non-fit' of D€ ornyei's model, a model with Higgins' original delineations of Selves is proposed and adapted to the language learning context, and then applied on novel data from two different learner groups with English as first language: mature university and adolescent school students. The proposed Self Discrepancy Model for Language Learners contributes to solutions of several problems raised in current discussion of language learner motivation: it provides a better fit of data seemingly incompatible with D€ ornyei's model, especially a learner type labelled 'rebellious', offers a better embedding of a range of contextual influences on motivation, and facilitates developmental perspectives on language learner motivation. The empirical data delivers on the first two goals, and offers pathways regarding the last.

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“…This is quite in line with findings by Kaseh and Zainuddin (2000) that Malay college learners of Arabic do not report a sufficient amount of Ideal L2 self in a manner that would really guide their language acquisition. Busse and Williams (2010) has shown that the intensity of motivation and passion in learning the German language is attributed to their ability to visualize themselves as competent language learners.…”

Section: L2 Motivational Self-systemmentioning

confidence: 99%

Which Cultural Aspects Are Malay Learners of Arabic Interested in Knowing?

Bakar

Samah²,

Hassanein³

2015

IJWAS

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An important goal for foreign language learning is to equip learners with the linguistic and cultural skills to function effectively in this multicultural world. However, research on culture in language learning has almost always investigated teacher and scholar views. This study investigated the levels of interest and types of Arab culture that Malay Arabic learners" are interested in learning, from the perspective of learners themselves. This study employed a survey questionnaire consisting of 56 cultural items and representing six subcosntructs and an openended question. 361 respondents representing Secondary Two students from four National Religious Secondary Schools (SMKA) were cluster sampled. The quantitative data were analysed using descriptive statistics. The qualitative data were analysed thematically. The findings indicate a high level of interest amongst respondents to know the Arab culture (m=4.88). The subconstruct Religion and Education received the highest rating (m=5.27). The respondents also suggested other cultural aspects that they are interested in learning, including the way Arabs think. Findings from this study are empirical evidence for curriculum designers and textbook writers on the aspects of Arab culture that deserve to be integrated into the Arabic learning experience.

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Why German? Motivation of students studying German at English universities

Cited by 51 publications

References 19 publications

Why do first-year students of German lose motivation during their first year at university?

Why do first-year students of German lose motivation during their first year at university?

Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners

Which Cultural Aspects Are Malay Learners of Arabic Interested in Knowing?

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