Polish and Finnish teenagers’ motivation to learn English : the role of context
Iwaniec, J., & Ullakonoja, R. (2016). Polish and Finnish teenagers’ motivation to learn English : the role of context. European Journal of Applied Linguistics, 4(2), 277-300. https://doi.org/10.1515/eujal-2015-0034
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European Journal of Applied LinguisticsDate
2016Copyright
© Walter de Gruyter GmbH, 2016. Published in this repository with the kind permission of the publisher.
Language learning motivation has been investigated in a number of
contexts (Dörnyei and Ushioda 2009). However, there has been only one attempt
(Taguchi et al. 2009) at a systematic comparison of models of motivation to learn
English by students from different countries. The aim of this study is to investigate
the role of context by comparing motivational characteristics and SEM (Structural
Equation Modelling) models of language learning motivation of 15–16 year-old
students from Finland and Poland. The data from both countries was collected
using the same motivational questionnaire with a total of 351 students completing
it. A number of differences were identified between the two contexts. Finnish
learners scored significantly higher on scales of the ideal L2, intrinsic motivation,
knowledge orientation, motivated behaviour and peer pressure, whereas Polish
learners reported higher levels of international orientation and parental encouragement.
The comparison of models of language learning motivation shows
differences in the role of parents and peers, endorsement of goals between the
two cohorts. Finally, we discuss the potential reasons behind the differences in
motivation between the two contexts and conclude that contexts not only affect
motivational characteristics but also the structure of language learning motivation.
...
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de GruyterISSN Search the Publication Forum
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