Motivational changes and their affecting factors among students from different cultural backgrounds

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

[Extract] Introduction: Since the introduction of Dornyei and Otto's Process Model (1998), the fluctuating nature of language learners' motivation has attracted attention from more researchers, and possible factors that may have a positive or negative impact on motivation have been extensively studied (e.g. Gardner, Masgoret, Tennant, & Mihic, 2004; Koizumi & Matsuo, 1993; MaJtsumoto, 2011; William, Burden, & Lanvers 2002). Since the early days of the study of second language (L2) learners' motivation, it has been noted that formal L2 study through classroom instruction may have some detrimental effects on learners' motivation (see Bartley, 1970; Gardner et al. 2004; Gardner, Smythe, Clement, & Gliksman, 1976; Tachibana, Matsuoka,& Zhong, 1996). That is, when learners experience actual L2 study in classrooms, their motivation is likely to deteriorate. In formal L2 education, there seems to be a number of factors that may influence L2 learners' motivation, and researchers (e.g. Chambers, 1999; Dornyei,-z 1994; Kozaki & Ross, 2011; Tanaka, 2005) have studied these in various contexts. These studies suggest that aspects of the learning contexts, including teachers, teaching methods, teaching and learning environments have some important relationship with changes in learners' motivation. At the same time, learners' cultural backgrounds have especially been regarded as a factor which is closely related to their motivation (e.g. Chizwick & Miller, 2005; Matsumoto, 2009; Tachibana et al., 1996; Wen,1997). On the basis of these findings, the current study examines somemotivational changes that have occurred among university students learning second/foreign languages and the differences in their perceptions of the factors affecting their motivation, depending on their different culturalbackgrounds.
Original languageEnglish
Title of host publicationCulture and foreign language education
Subtitle of host publicationInsights from research and implications for the practice
EditorsW M Chan, S K Bhatt, M Nagami, I Walker
Place of PublicationBerlin
PublisherWalter de Gruyter GmbH
Pages223-244
Number of pages22
ISBN (Electronic)9781501503023
ISBN (Print)9781501510946
Publication statusPublished - 31 Jul 2015

Fingerprint

student
Language
L2 Learners
Cultural Background
classroom
language
teaching method
chamber
foreign language
learning
learning environment
instruction
Student Learning
Burden
Learning Environment
Process Model
Teaching Methods
Teaching
Education
university

Cite this

Matsumoto, M. (2015). Motivational changes and their affecting factors among students from different cultural backgrounds. In W. M. Chan, S. K. Bhatt, M. Nagami, & I. Walker (Eds.), Culture and foreign language education: Insights from research and implications for the practice (pp. 223-244). Berlin: Walter de Gruyter GmbH.
Matsumoto, Masanori. / Motivational changes and their affecting factors among students from different cultural backgrounds. Culture and foreign language education: Insights from research and implications for the practice. editor / W M Chan ; S K Bhatt ; M Nagami ; I Walker. Berlin : Walter de Gruyter GmbH, 2015. pp. 223-244
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Matsumoto, M 2015, Motivational changes and their affecting factors among students from different cultural backgrounds. in WM Chan, SK Bhatt, M Nagami & I Walker (eds), Culture and foreign language education: Insights from research and implications for the practice. Walter de Gruyter GmbH, Berlin, pp. 223-244.

Motivational changes and their affecting factors among students from different cultural backgrounds. / Matsumoto, Masanori.

Culture and foreign language education: Insights from research and implications for the practice. ed. / W M Chan; S K Bhatt; M Nagami; I Walker. Berlin : Walter de Gruyter GmbH, 2015. p. 223-244.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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AB - [Extract] Introduction: Since the introduction of Dornyei and Otto's Process Model (1998), the fluctuating nature of language learners' motivation has attracted attention from more researchers, and possible factors that may have a positive or negative impact on motivation have been extensively studied (e.g. Gardner, Masgoret, Tennant, & Mihic, 2004; Koizumi & Matsuo, 1993; MaJtsumoto, 2011; William, Burden, & Lanvers 2002). Since the early days of the study of second language (L2) learners' motivation, it has been noted that formal L2 study through classroom instruction may have some detrimental effects on learners' motivation (see Bartley, 1970; Gardner et al. 2004; Gardner, Smythe, Clement, & Gliksman, 1976; Tachibana, Matsuoka,& Zhong, 1996). That is, when learners experience actual L2 study in classrooms, their motivation is likely to deteriorate. In formal L2 education, there seems to be a number of factors that may influence L2 learners' motivation, and researchers (e.g. Chambers, 1999; Dornyei,-z 1994; Kozaki & Ross, 2011; Tanaka, 2005) have studied these in various contexts. These studies suggest that aspects of the learning contexts, including teachers, teaching methods, teaching and learning environments have some important relationship with changes in learners' motivation. At the same time, learners' cultural backgrounds have especially been regarded as a factor which is closely related to their motivation (e.g. Chizwick & Miller, 2005; Matsumoto, 2009; Tachibana et al., 1996; Wen,1997). On the basis of these findings, the current study examines somemotivational changes that have occurred among university students learning second/foreign languages and the differences in their perceptions of the factors affecting their motivation, depending on their different culturalbackgrounds.

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Matsumoto M. Motivational changes and their affecting factors among students from different cultural backgrounds. In Chan WM, Bhatt SK, Nagami M, Walker I, editors, Culture and foreign language education: Insights from research and implications for the practice. Berlin: Walter de Gruyter GmbH. 2015. p. 223-244