The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

Main Article Content

Zofia Chłopek

Abstrakt

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

Downloads

Download data is not yet available.

Article Details

Jak cytować
Chłopek, Z. (2018). The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners. Glottodidactica. An International Journal of Applied Linguistics, 35, 69-79. https://doi.org/10.14746/gl.2009.35.6
Dział
ARTICLES. Methodology in Glottodidactics

Referencje

  1. Aronin, L./Ó Laoire, M., 2003. Multilingual students' awareness of their language teacher's other languages. In: Language Awareness 12/3&4, 204-219.
  2. Białystok, E., 2001. Metalinguistic aspects of bilingual processing. In: Annual Review o f Applied Linguistics 21,169-181.
  3. Cenoz, J., 2001. The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. In: Cenoz, J./Hufeisen, B./Jessner, U. (eds.), 8-20.
  4. Cenoz, J./Hufeisen. B./Jessner, U. (eds.), 2001. Cross-linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon: Multilingual Matters.
  5. Chamot, A.U., 1973. Phonological problems in learning English as a third language. In: International Review of Applied Linguistics 11/3, 243-250.
  6. Chamot, A.U./Barnhardt, S./El-Dinary, P./Robbins, J„ 1996. Methods for teaching learning strategies in the foreign language classroom. In: Oxford, R. (ed.), Language Learning Strategies around the World: Cross-Cultural Perspectives. Manoa, HI: University of Hawaii Press, 175-188.
  7. Chłopek, Z., 2008a. Motywacja uczniów opanowujących pierwszy, drugi i kolejny język obcy. In: Michońska-Stadnik, A./Wąsik, Z. (eds.), Nowe spojrzenia na motywację w dydaktyce języków obcych. Vol I. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu, 35-45.
  8. Chłopek, Z., 2008b. Is globalization real in Eastern Europe? First and second foreign language teaching, intercultural education and learner motivation in Poland. Paper presented at the 15th AILA World Congress, University of Duisburg-Essen, Germany.
  9. Clement, R./Dómyei, Z./Noels, K.A., 1994. Motivation, self-confidence and group cohesion in the foreign language classroom. In: Language Learning 44/4,417-448.
  10. De Angelis, G., 2005. Multilingualism and non-native lexical transfer: an identification problem. In: International Journal of ultilingualism 2 /1 ,1 -2 5.
  11. De Angelis, G./Selinker, L., 2001. Interlanguage transfer and competing linguistic systems in the multilingual mind. In: Cenoz, J./Hufeisen, B./Jessner, U. (eds.), 42-58.
  12. Deci, E.L., 1975. Intrinsic Motivation. New York: Plenum.
  13. Deci, E.L./Ryan, R.M., 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
  14. Dentler, S., 2000. Deutsch und Englisch - das gibt immer Krieg! In: Dentler, S./Hufeisen, B./Lindemann, B. (eds.), 77-97.
  15. Dentler, S./Hufeisen, B./Lindemann, B. (eds.), 2000. Tertiär- und Drittsprachen: Projekte und empirische Untersuchungen. Tübingen: Stauffenburg.
  16. Dewaele, J.-M., 2007. The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. In: International Journal o f Bilingualism 11/4,391-409.
  17. Dickinson, L., 1995. Autonomy and motivation: A literature review. In: System 23/2,165-174.
  18. Dörnyei, Z., 2001. Teaching and Researching Motivation. Harlow: Pearson.
  19. Furnham, A./Heaven, P., 1998. Personality and Social Behaviour. London: Arnold.
  20. Gardner, R.C./Lambert, W.E., 1972. Attitudes and Motivation in Second-Language Learning. Rowley, MA: Newbury House.
  21. Gardner, R.C./Tremblay, P.F./Masgoret, A.-M., 1997. Towards a full model of second language learning: An empirical investigation. In: Modern Language Journal 81/3, 344-362.
  22. Hammarberg, B. / Hammarberg, B., 2005. Re-setting the basis of articulation in the acquisition of new languages: A third-language case study. In: Hufeisen, B./Fouser, R.J. (eds.), Introductory Readings in L3. Tübingen: Stauffenburg, 11-18.
  23. Ianco-Worrall, A.D., 1972. Bilingualism and cognitive development. In: Child Development 43/4, 1390-1400.
  24. Jarvis, S./Odlin, T., 2000. Morphological type, spatial reference, and language transfer. In: Studies in Second Language Acquisition 22/4, 535-556.
  25. Jessner, U., 1999. Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning. In: Language Awareness 8/3&4, 201-209.
  26. Kallenbach, C., 1998. "Da weiß ich schon, was auf mich zukommt": L3-Spezifika aus Schülersicht. In: Hufeisen, B./Lindemann, B. (eds.), Tertiärsprachen: Theorien, Modelle, Methoden. Tübingen: Stauffenburg Verlag, 47-57.
  27. König, G., 2006. Orientation, motivation and attitudes of Turkish university students learning a second foreign language. In: Zeitschrift für Interkulturellen Fremdsprachenunterricht 11/1, http://zif.spz.tu-darmstadt.de/jg-ll-l/beitrag/Koenig6.htm
  28. Lalonde, R.N./Gardner, R.C., 1984. Investigating a causal model of second language acquisition: Where does personality fit? In: Canadian Journal o f Behavioral Science 16, 224-288.
  29. Leung, Y.I., 2005. L2 vs. L3 initial state: A comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese-English bilinguals. In: Bilingualism: Language and Cognition 8 /1 , 39-61.
  30. MacIntyre, P.D./Charos, C., 1996. Personality, attitudes, and affect as predictors of second language communication. In: Journal of Language and Social Psychology 15, 3-26.
  31. Michońska-Stadnik, A., 1996. Strategie uczenia się i autonomia ucznia w warunkach szkolnych. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.
  32. Mißler, B., 1999. Fremdsprachenlernerfahrungen und Lemstrategien. Eine empirische Untersuchung. Tübingen: Stauffenburg.
  33. Mifiler, B„ 2000. Previous experience of foreign language learning and its contribution to the development of learning strategies. In: Den tier, S./Hufeisen, B./Lindemann, B. (eds.), 7-21.
  34. Nayak, N./Hansen, N./Krueger, N./McLaughlin B„ 1990. Language-learning strategies in monolingual and multilingual adults. In: Language Learning 40/2, 221-244.
  35. Oxford, R.L., 1990. Language Learning Strategies. What Every Teacher Should Know. Boston, MA: Heinle & Heinle.
  36. Paradis, M., 2004. A Neurolinguistic Theory o f Bilingualism. Amsterdam/Philadelphia: John Benjamins.
  37. Ringbom, H., 1987. The Role o f the First Language in Foreign Language Learning. Clevedon: Multilingual Matters.
  38. Rivers, W.P., 2001. Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. In: Modern Language Journal 85/2, 279-290.
  39. Schumann, J.H., 1997. The Neurobiology o f Affect in Language. Oxford: Blackwell.
  40. Thomas, )., 1988. The role played by metalinguistic awareness in second and third language learning. In: Journal o f Multilingual and Multicultural Development 9 /3 , 235-246.
  41. Ushioda, E., 2001. Language learning at university: exploring the role of motivational thinking. In: Dornyei, Z./Schmidt, R. (eds.), Motivation and Second Language Acquisition. Honolulu, HI: University of Hawaii Press, 93-125.
  42. Ushioda, E., 2008. Motivation and good language learners. In: Griffiths, C. (ed.), Lessons from Good Language Learners. Cambridge: Cambridge University Press, 19-34.
  43. Vinnitskaya, I./Flynn, S./Foley, C„ 2003. The acquisition of relative clauses in a third language: comparing adults and children. In: Liceras, J.M./ZobI, H./Goodluck, H. (eds.), Proceedings o f the 6th Generative Approaches to Second Language Acquisition Conference. Somerville, MA: Cascadilla Proceedings Project.
  44. Wenden, A., 1991. Learner Strategies for Learner Autonomy. London: Prentice Hall.
  45. Williams, M./Burden R.L., 1997. Psychology fo r Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
  46. Williams, S./Hammarberg, B., 1998. Language switches in L3 production: Implications for a polyglot speaking model. In: Applied Linguistics 19/3, 295-333.