Motivational factors and persistence in learning Japanese as a foreign language

Masanori Matsumoto, Yasuko Obana

Research output: Contribution to journalArticleResearchpeer-review

Abstract

[Extract]
This paper aims to discuss correlation of motivation with learning Japanese as
a foreign language (JFL). It will investigate what features borne from the
learning process are key factors that motivate learners to continue, and
whether or not motivational features differ between continuing and
discontinuing students, and at different proficiency levels. Motivation is one of
the most important prerequisites for learning. It is often compared to the
engine (intensity) and steering wheel (direction) of a car (Gage and Berliner,
1984). Hilgard et al. (1979) state that motivation is concerned with those
factors which energise behaviour and give it direction. Motivation in
education is generally understood as a trigger of students' thought of engaging
in a particular subject, and maintains the intensity of acquiring the knowledge
of the subject. Logan (1969: 155) says that ‘motivation affects the way you
practice, what you observe and what you do. And there are what you learn.’
Original languageEnglish
Pages (from-to)59-86
Number of pages27
JournalNew Zealand Journal of Asian Studies
Volume3
Issue number1
Publication statusPublished - Jun 2001

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