Second and Third Language Motivations Compared: A Case Study of Iranian Language Learners Using Factorial Model

سال انتشار: 1399
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 259

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شناسه ملی سند علمی:

ELSCONF08_026

تاریخ نمایه سازی: 18 آذر 1399

چکیده مقاله:

As a result of globalization, the world population who use more than one language today is increasing rapidly.Thus, learning a third language (L3), a language that is different from the first and second ones and is learned afterthem, is no more an uncommon phenomenon. Since L3 deserves distinct status from second language (L2), there is noreason to assume that L2 motivation necessarily mirrors that of L3 learning. Given the limited findings of the previousstudies, the present study was guided by two objectives: Firstly, having built on self-determination theory as theframework, it explored the major motivations of Iranian L3 learners along with the role of nature of L3 (e.g., French,German, and Chinese) and level of L3 proficiency (e.g., elementary, advanced) as potential mediators. Secondly, itinvestigated the differences between motivations for L2 and L3 learning of Iranian learners. Data for the studyregarding L3 motivation were collected over a period of seven months from 433 L3 learners in nonpublic languageinstitutes of five cities in Iran (i.e. Tehran, Shiraz, Isfahan, Mashhad, and Kerman). Another part of the data regardingIranian learners’ L2 motivation was obtained through an extensive library search. The instruments were as follows:Motivation scale (Gardner, 1985), a demographic checklist, and five conducted research studies into Iranian L2learners’ motivational orientations (for comparative purposes). The results of exploratory factor modeling, principalcomponent analysis, multiple regression, and multivariate analysis identified social relatedness, knowledgedevelopment, and future development as the three motivational orientations of L3 learners, respectively. Level ofproficiency was not a determiner of L3 learners’ motivation, and their motivation did not differ across languages either.Additionally, comparing Iranians’ L2 and L3 motivations disclosed that, in contrast to Iranian L2 learners who areboth intrinsically and extrinsically motivated, Iranian L3 learners are exclusively intrinsically motivated towards L3learning. On the basis of the findings, several implications and suggestions have been offered for English languageteachers, L3 instructors, as well as language materials developers and syllabus designers.

کلیدواژه ها:

third language learning (trilingualism) ، second language learning (bilingualism) ، motivation ، intrinsic motivation ، extrinsic motivation ، Iranian language learners ، self-determination theory

نویسندگان

Parvin Masoudi

Department of Foreign Languages, Shahid Bahonar University, Kerman, Iran