时间轴
心理学
动力学(音乐)
意义(存在)
叙述的
内在动机
认知心理学
社会心理学
语言学
教育学
历史
哲学
考古
心理治疗师
出处
期刊:Applied linguistics review
[De Gruyter]
日期:2021-10-29
卷期号:14 (5): 1253-1281
被引量:3
标识
DOI:10.1515/applirev-2021-0074
摘要
Abstract This study explores language other than English (LOTE) learners’ third language (L3) motivational dynamics within the framework of the L2 motivational self-system theory. Analytical primacy is given to the role of the language learning experience in generating individual variances and non-linearities in motivational development. Four Japanese-major university students depicted their distinct L3 motivational fluctuations on a Motivational Timeline Sheet and recounted their stories of learning experience through narrative interviews, which were coded revealing the corresponding changes in learners’ L3 self-guides. It is found that learners’ meaning-making of experience provides the foundation for their self-guide construction, which leads to the emergence of motivation. Self-efficacy, relational influences, and perceived relevance of L3 learning play mediating roles between the learning experience and motivational change. This study calls for a non-reductionist and developmental way of conceptualising LOTE-as-L3 motivation and for attention paid to the unique opportunities and struggles faced by LOTE learners.
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