A Longitudinal Investigation of the Relationship between Motivation and Late Second Language Speech Learning in Classroom Settings

Kazuya Saito*, Jean Marc Dewaele, Keiko Hanzawa

*この研究の対応する著者

研究成果: Article査読

15 被引用数 (Scopus)

抄録

The current study set out to examine the role of learner motivation in second language (L2) speech learning in English-as-a-Foreign-Language classrooms. The motivational orientations of 40 first-year university Japanese students were surveyed via a tailored questionnaire and linked to their spontaneous speech development, elicited via a timed picture description task at the onset and end of one academic semester, in terms of perceived comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness). Significant improvement in comprehensibility (but not accentedness) was found among certain individuals. These students likely showed a strong motivation to study English for their future career development as a vague and long-term goal, as well as a high degree of concern for improving comprehensibility, grammatical accuracy and complexity.

本文言語English
ページ(範囲)614-632
ページ数19
ジャーナルLanguage and Speech
60
4
DOI
出版ステータスPublished - 2017 12月 1

ASJC Scopus subject areas

  • 言語および言語学
  • 社会学および政治科学
  • 言語学および言語
  • 言語聴覚療法

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