Context-perception model of third language learning motivation

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Abstract

Through Matsumoto’s recent studies (2009, 2011) on foreign language
learners’ motivation in Australian context, a third cultural factor has been
detected. Both studies have revealed that besides the conventional account of
the cultural distance between learners’ own culture and that of target language,
the distance between learners’ own culture and the Australian educational
culture in which their language learning occurs also influences the learners’
motivational state. That is, when learners learn a second foreign language in the
second language educational context, this additional third culture plays an
additional role which affects learner motivation. The study of cultural distance
as a factor affecting motivation further must consider student perceptions of
learning events, because they perceive the same learning and environmental
factors differently according to their cultural backgrounds. As a result, their
appraisals of events affect their motivation. Based on these considerations, a
new framework of third language (L3) learning motivation is proposed and
discussed.
Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalJournal of Modern Languages
Volume24
Issue number1
Publication statusPublished - 2014

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learning motivation
language
event
role play
cultural factors
foreign language
learning
student

Cite this

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title = "Context-perception model of third language learning motivation",
abstract = "Through Matsumoto’s recent studies (2009, 2011) on foreign languagelearners’ motivation in Australian context, a third cultural factor has beendetected. Both studies have revealed that besides the conventional account ofthe cultural distance between learners’ own culture and that of target language,the distance between learners’ own culture and the Australian educationalculture in which their language learning occurs also influences the learners’motivational state. That is, when learners learn a second foreign language in thesecond language educational context, this additional third culture plays anadditional role which affects learner motivation. The study of cultural distanceas a factor affecting motivation further must consider student perceptions oflearning events, because they perceive the same learning and environmentalfactors differently according to their cultural backgrounds. As a result, theirappraisals of events affect their motivation. Based on these considerations, anew framework of third language (L3) learning motivation is proposed anddiscussed.",
author = "Masanori Matsumoto",
year = "2014",
language = "English",
volume = "24",
pages = "1--15",
journal = "Journal of Modern Languages",
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publisher = "University of Malaya",
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}

Context-perception model of third language learning motivation. / Matsumoto, Masanori.

In: Journal of Modern Languages, Vol. 24, No. 1, 2014, p. 1-15.

Research output: Contribution to journalArticleResearchpeer-review

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AB - Through Matsumoto’s recent studies (2009, 2011) on foreign languagelearners’ motivation in Australian context, a third cultural factor has beendetected. Both studies have revealed that besides the conventional account ofthe cultural distance between learners’ own culture and that of target language,the distance between learners’ own culture and the Australian educationalculture in which their language learning occurs also influences the learners’motivational state. That is, when learners learn a second foreign language in thesecond language educational context, this additional third culture plays anadditional role which affects learner motivation. The study of cultural distanceas a factor affecting motivation further must consider student perceptions oflearning events, because they perceive the same learning and environmentalfactors differently according to their cultural backgrounds. As a result, theirappraisals of events affect their motivation. Based on these considerations, anew framework of third language (L3) learning motivation is proposed anddiscussed.

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