Keywords
demotivation
learning experience
Korean
remotivation
How to Cite
Number of views: 871
Number of downloads: 672
Abstract
Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.
Funding
The editors
reviewers
Dr. Peter Roger
Macquarie University
Sydney
Australia
References
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2013). Second language identity in narratives of study abroad. London, UK: Palgrave MacMillan.
Chambers, G. N. (1993). Talking the ‘de’ out of demotivation. Language Learning Journal, 7, 13-16.
Dörnyei, Z. (1998). Demotivation in second and foreign language learning. Paper presented at the TESOL ’98 Conference, Seattle, WA.
Dörnyei, Z. (2001) (Ed.). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, UK: Oxford University Press.
Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. Modern Language Journal, 101(3), 456-468. http://doi.org/10.1111/modl.124070026-792/17456-468
Dörnyei, Z., & Csizér K., & Németh, N. (2006). Motivation, language attitudes and globalization: A Hungarian perspective. Clevedon, UK: Multilingual Matters.
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge, UK: Cambridge University Press.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Oxon, UK: Routledge.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Oxon, UK: Routledge.
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.
Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.
Falout, J., Murphey, T., Fukuda, T., & Trovela, M. (2013). Japanese EFL learners’ remotivation strategies. In M. Cortazzi & L. Jin (Eds.), Researching cultures of learning (pp. 328-349). London, UK: Palgrave MacMillan.
Farmand, Z., & Rokini, S. J. L. (2014). An exploration of university students’ perception of de-motivators in an EFL context. International Journal for Teachers of English, 4(1), 177-195.
Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level course. Language Learning, 54, 1-34.
Gearing, N. & Roger, P. (2018). Factors affecting the motivation of an EFL instructor in Korea to learn Korean. Journal of Language, Identity & Education, 17(5), 292-305.
Gorham, J., & Millette, D. (1997). A comparative of analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245-261.
Habid, A. (2014). Teaching English in Korea: Closing doors. The Diplomat. Retrieved from http://thediplomat.com
Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Tasushoku Language Studies, 107, 119-136.
Kikuchi, K. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31(2), 183-204.
Kikuchi, K. (2011). Learner perceptions of demotivators in Japanese high school English classrooms. Unpublished doctoral dissertation. Temple University, Tokyo, Japan.
Kikuchi, K. (2013). Demotivators in the Japanese EFL context. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 206-224). Bristol, UK: Multilingual Matters.
Kikuchi, K. (2015). Demotivation in second language acquisition: Insights from Japan. Bristol, UK: Multilingual Matters.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Mackay, A., & Gass, S. (2005). Second language research: Methodology and design. NJ: Lawrence Erlbaum.
Meshart, M., & Hassani, M. (2012). Demotivation factors in learning English: The case of Iran. Social and Behavioural Sciences, 31, 745-749. http://doi.org/10.1016/j.sbspro.2011.12.134
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman.
Norton, B. (2001). Non-participation, imagined communities and the language classroom. In M. P. Breen (Ed.), Learner contributions to language learning (pp. 159-171). Harlow, UK: Longman.
Norton, B. (2013). Identity, language and language learning: Extending the conversation (2nd ed.). Toronto: Multilingual Matters.
Oxford, R. L. (2001). The bleached bones of a story: Learners constructions of language teachers. In M. P. Breen (Ed.), Learner contributions to language learning (pp. 86-111). Harlow, UK: Longman.
Rudnai, Z. (1996). Demotivation among secondary school students learning English in Budapest. Unpublished MA thesis, Department of English Applied Linguistics, Eötvös University, Budapest, Hungary.
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37, 57-69.
Sakui, K., & Cowie, N. (2012). The dark side of motivation: Teachers’ perspectives on ‘unmotivation’. ELT Journal, 66(2), 205-213. http://doi.org/10.1093/elt/ccro45
Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). CA: Sage.
Shoaib, A., & Dörnyei, Z. (2005). Affect in lifelong learning: Exploring the motivation as a dynamic process. In D. Nunan (Ed.), Learners’ stories: Difference and diversity in language learning (pp. 22-41). Cambridge, UK: Cambridge University Press.
Tachibana, Y., Matsukawa, R., & Zhong, Q. X. (1996). Attitudes and motivation for learning English: A cross-national comparison of Japanese and English high school students. Psychological Reports, 79, 691-700.
Trang, T., & Baldauf, R. B. (2007). Demotivation: Understanding resistance to English language learning: The case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79-105.
Tsuchiya, M. (2006). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education in Japan (ARELE) 17(7), 171-180.
Tuan, L. T. (2011). EFL learners’ motivation revisited. Theory and Practice in Language Studies, 1(10), 1257-1272.
Williams, M., Burden, R. L., & Lanvers, U. (2002). ‘French is the language of love and stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Education Research Journal, 28, 503-508. http://doi.org/10.1080/0141192022000005805
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castello de la Plana: Universitat Jaume I.
Ushioda. E. (2006). Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27(2), 148-161.
Ushioda, E. (2013). Motivation and ELT: Global issues and local concerns. In E. Ushioda (Ed.), International perspectives on motivation (pp. 1-17). London, UK: Palgrave MacMillan.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.