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

Masanori Matsumoto

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

Masanori Matsumoto

Faculty of Society & Design

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Research › peer-review

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Abstract

University students (N = 140) learning second or foreign languages in Australia were investigated to find whether their learning experience in a 12-week course changes their motivational intensity and their perceptions of classroom factors affecting their motivation. The study also attempted to detect any differences among the students from four different cultural/regional backgrounds; Europe & North America, North East Asia including China, Taiwan, Korea & Japan, Australia & New Zealand, and the rest. Questionnaire surveys were conducted twice, at the beginning and the end of the courses on the students learning English, French, Spanish, Chinese, and Japanese to observe how their learning experiences affect their motivations and if they come to perceive the affecting factors differently. Results showed some significant differences in motivational intensity among the groups and also after the learning experience. The results identified the learning experience has either beneficial or detrimental influences on motivation and can alter the students’ perceptions of affecting factors. The study claims that students’ cultural and/or regional backgrounds can be an important factor to validate the discussion about motivation and also the learning experience may affect learners’ perceptions in different ways, depending on where the learners come from, where they learn what target language.

Original language	English
Title of host publication	Proceedings of CLaSic 2012
Publisher	National University of Singapore
Publication status	Published - 2012
Event	ClaSIC 2012: The Fifth CLS (Centre for Language Studies) International Conference - National University of Singapore, Singapore , Singapore Duration: 6 Dec 2012 → 8 Dec 2012 Conference number: 5th http://clasic2012.blogspot.com.au/ http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2012/index.htm http://clasic2012.blogspot.com/

Conference

Conference	ClaSIC 2012
Abbreviated title	ClaSIC 2012
Country/Territory	Singapore
City	Singapore
Period	6/12/12 → 8/12/12
Other	Theme CLaSIC 2012 – Culture in Foreign Language Learning: Framing and Reframing the Issue The National Center for Cultural Competence at Georgetown University defines culture as an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations. This definition of culture makes it obvious that language is more than just a means to express a culture; it is in fact an integral part of that culture. Language and culture are therefore closely intertwined and it is hardly possible to teach a language without culture, for culture provides the necessary context for language use. It is therefore not surprising that the US National Standards in Foreign Language Education lists the understanding of the target language culture and its perspectives, practices and products as a key objective of foreign language education. In making the study of the role of culture in foreign language learning the theme of CLaSIC 2012, the Organizing Committee acknowledges its undoubted importance and encourages participants to actively contemplate and debate this essential issue. Through scholarly and critical interactions with a diverse range of subthemes, ranging from “culture, identity and motivation” to “intercultural language teaching” and “ethnographic approaches to language teaching,” it is hoped that a keener understanding of the multi-faceted relationship between culture and foreign language education can be achieved. Sub-Themes Culture and culture awareness in foreign language learning Instructional approaches for culture teaching Intercultural language teaching Culture, identity and motivation Acculturation and language socialization Heritage language education Assessment and evaluation in the teaching of culture Curriculum and materials development for culture teaching Educating teachers for culture teaching Ethnographic approaches to language teaching Study abroad and language contact Transculturalism in foreign language learning Sociolinguistics and foreign language teaching Other topics
Internet address	http://clasic2012.blogspot.com.au/ http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2012/index.htm http://clasic2012.blogspot.com/

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Motivational changes and their affecting factors among students from different cultural backgroundsFinal published version, 429 KBLicence: Other

1 Chapter

Motivational changes and their affecting factors among students from different cultural backgrounds
Matsumoto, M., 31 Jul 2015, Culture and foreign language education: Insights from research and implications for the practice. Chan, W. M., Bhatt, S. K., Nagami, M. & Walker, I. (eds.). Berlin: Walter de Gruyter GmbH, p. 223-244 22 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research › peer-review

Cite this

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title = "Motivational changes and their affecting factors among students from different cultural backgrounds",

abstract = "University students (N = 140) learning second or foreign languages in Australia were investigated to find whether their learning experience in a 12-week course changes their motivational intensity and their perceptions of classroom factors affecting their motivation. The study also attempted to detect any differences among the students from four different cultural/regional backgrounds; Europe & North America, North East Asia including China, Taiwan, Korea & Japan, Australia & New Zealand, and the rest. Questionnaire surveys were conducted twice, at the beginning and the end of the courses on the students learning English, French, Spanish, Chinese, and Japanese to observe how their learning experiences affect their motivations and if they come to perceive the affecting factors differently. Results showed some significant differences in motivational intensity among the groups and also after the learning experience. The results identified the learning experience has either beneficial or detrimental influences on motivation and can alter the students{\textquoteright} perceptions of affecting factors. The study claims that students{\textquoteright} cultural and/or regional backgrounds can be an important factor to validate the discussion about motivation and also the learning experience may affect learners{\textquoteright} perceptions in different ways, depending on where the learners come from, where they learn what target language.",

author = "Masanori Matsumoto",

year = "2012",

language = "English",

booktitle = "Proceedings of CLaSic 2012",

publisher = "National University of Singapore",

address = "Singapore",

note = "ClaSIC 2012 : The Fifth CLS (Centre for Language Studies) International Conference, ClaSIC 2012 ; Conference date: 06-12-2012 Through 08-12-2012",

url = "http://clasic2012.blogspot.com.au/, http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2012/index.htm, http://clasic2012.blogspot.com/",

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T1 - Motivational changes and their affecting factors among students from different cultural backgrounds

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N2 - University students (N = 140) learning second or foreign languages in Australia were investigated to find whether their learning experience in a 12-week course changes their motivational intensity and their perceptions of classroom factors affecting their motivation. The study also attempted to detect any differences among the students from four different cultural/regional backgrounds; Europe & North America, North East Asia including China, Taiwan, Korea & Japan, Australia & New Zealand, and the rest. Questionnaire surveys were conducted twice, at the beginning and the end of the courses on the students learning English, French, Spanish, Chinese, and Japanese to observe how their learning experiences affect their motivations and if they come to perceive the affecting factors differently. Results showed some significant differences in motivational intensity among the groups and also after the learning experience. The results identified the learning experience has either beneficial or detrimental influences on motivation and can alter the students’ perceptions of affecting factors. The study claims that students’ cultural and/or regional backgrounds can be an important factor to validate the discussion about motivation and also the learning experience may affect learners’ perceptions in different ways, depending on where the learners come from, where they learn what target language.

AB - University students (N = 140) learning second or foreign languages in Australia were investigated to find whether their learning experience in a 12-week course changes their motivational intensity and their perceptions of classroom factors affecting their motivation. The study also attempted to detect any differences among the students from four different cultural/regional backgrounds; Europe & North America, North East Asia including China, Taiwan, Korea & Japan, Australia & New Zealand, and the rest. Questionnaire surveys were conducted twice, at the beginning and the end of the courses on the students learning English, French, Spanish, Chinese, and Japanese to observe how their learning experiences affect their motivations and if they come to perceive the affecting factors differently. Results showed some significant differences in motivational intensity among the groups and also after the learning experience. The results identified the learning experience has either beneficial or detrimental influences on motivation and can alter the students’ perceptions of affecting factors. The study claims that students’ cultural and/or regional backgrounds can be an important factor to validate the discussion about motivation and also the learning experience may affect learners’ perceptions in different ways, depending on where the learners come from, where they learn what target language.

M3 - Conference contribution

BT - Proceedings of CLaSic 2012

PB - National University of Singapore

T2 - ClaSIC 2012

Y2 - 6 December 2012 through 8 December 2012

ER -

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

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

Cite this