Motivation and International Posture of Multiple Language Learners in Burundi Urban and Rural Settings
محورهای موضوعی : Research Paper
Elvis Nizigama
1
,
Ali Mohammad Fazilatfar
2
,
Ali Akbar Jabbari
3
,
Mohammad Rezai
4
1 - English Department, Yazd University, Yazd, Iran
2 - English Department, Yazd University, Yazd, Iran
3 - English Department, Yazd University, Yazd, Iran
4 - English Department,
Yazd University, Yazd, Iran
کلید واژه: L2 Motivational Self System, International Posture, L2 motivation, learning context, multiple language learning,
چکیده مقاله :
AbstractThe present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) pupils participated in the present study which used a 40-item questionnaire to collect the data. The results indicated that the students from both learning contexts have distinct motivational dispositions for learning both French and English. French is more popular among rural school learners while English enjoys more popularity among urban school students. Moreover, region-specific differences were found in the participants with learners from rural schools exhibiting more positive motivation to learn both languages than their urban counterparts. The results also revealed that, independent of the region, L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each target language. One region and language-related difference was that the variable of international posture emerged as a significant contributor to the students’ intended language learning effort only among urban school learners uniquely in relation to their English learning. In the light of the results of this study, pedagogical implications are provided.
مطا لعه حاضر به مقایسه انگیزش دانش اموزان چند مدرسه در دو منطقه شهری و روستایی در کشور بروندی در قاره افریقا در خصوص یادگیری زبان فرانسه بعنوان زبان دوم و زبان انگلیسی بعنوان زبان سوم می پردازد. این مقایسه بر اساس نظریات دورنیه در چهارچوب "نظام خود انگیزی در زبان دوم" L2 motivational self-system که در نظریات سالهای 2005 و 2009 او مطرح شده است پایه گذاری شده است. در این رابطه از مجموع 348 دانش اموز که در کلاسهای هفتم الی نهم دبیرستان مشغول تحصیل بودند درخواست گردید که به یک پرسشنامه 40 سوالی پاسخ دهند. نتایج تحقیق نشان داد که عامل فراگیری دانش اموزان دو منطقه در دو زبان فرانسه و انگلیسی از دو منبع متفاوت و مجزای انگیزشی ناشی می شود. به این معنی که در منطقه روستایی زبان فرانسه و در منطقه شهری زبان انگلیسی از استقبال بیشتری در بین داش اموزان برخوردار است. علاوه بر این نتایج تحقیق خاطر نشان می کند که در منطقه روستایی دانش اموزان انگیزه بیشتری برای فراگیری هر دو زبان دارند. اما در دانش اموزان مناطق شهری واقعیت اینگونه نیست. انها به یادگیری زبان انگلیسی تمایل بیشتری دارند. همچنین سوای شهری یا روستایی بودن دانش اموزان مشخص گردید که متغیرهای "تجربه فراگیری" و "خود برتر" باعث انگیزه بیشتری در همه دانش اموزان جهت فراگیری زبانهای خارجی است. شاخص یک زبان و یک منطقه در بین دانش اموزان منطقه شهری حاکی از ان است که وضعیت جهانی زبان انگلیسی عامل انگیزشی برتری در کمک به دانش اموزان شهری به یادگیری زبان انگلیسی تلقی می شود. در پایان با توجه به نتایج تحقیق نویسنده سعی نموده است برداشتهای موثری در خصوص اموزش زبان انگلیسی ارائه نماید.
References
Altalib, A. (2019). L2 Motivation in ESP and EGP Courses: An Investigation of L2 Motivational Selves among Learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1-16.
Azarnoosh, M., & Birjandi, P. (2012). Junior high school students’ L2 motivational self-system:
Any gender differences. World Applied Sciences Journal, 20(4), 577-584.
Bigirimana, C. (2018). Enseignement des langues: Représentations et construction identitaire. Synergies Afrique Des Grands Lacs, 7, 15–28.
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a
publication surge and a changing landscape. System, 55, 147-157.
Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of personality, 54(1), 106-148.
Calafato, R., & Tang, F. (2019). Multilingualism and gender in the UAE: A look at the
motivational selves of Emirati teenagers. System, 84, 133–144.
Cenoz, J. (2000). Research on multilingual acquisition. In J. Cenoz & U. Jessner (Eds.), English in Europe: The Acquisition of a Third Language (Vol. 19, pp. 39–53). Clevedon, UK:
Multilingual Matters.
Cohen, J. (1988). Statistical power and analysis for the behavioral sciences (2nd ed.). Hillsdale:
Lawrence Erlbaum Associates, Inc.
Crystal, D. (2003). English as a global language (2nd Ed.). Cambridge: Cambridge University
Press.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour:
A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language Identity and the L2 self (pp. 98–119). Bristol, UK: Multilingual Matters.
Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38(1), 1–13.
De Angelis, G. (2007). Third or additional language acquisition (Vol. 24). Clevedon, UK:
Multilingual Matters.
Dewaele, J.-M. (2005). Sociodemographic, psychological and politico-cultural correlates in Flemish students’ attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26(2), 118–137.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 78,
117–135.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second
language acquisition. University of Nottingham: Routledge.
Dörnyei, Z. (2008). New ways of motivating foreign language learners: generating vision. Links 38 (Winter), 3-4.
Dörnyei, Z. (2009). The L2 Motivational Self-system. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language Identity and the L2 self (pp. 9–42). Bristol, UK: Multilingual Matters.
Dörnyei, Z. (2019). From integrative motivation to directed motivational currents: The evolution
of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry
& S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 39-
69). Cham, Switzerland: Palgrave Macmillan.
Dörnyei, Z. & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other
than Global English: Theoretical issues and research directions. Modern Language Journal,
101(3), 455–468.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images,
sensory styles, and imagery capacity across two target languages. Language Learning,
63(3), 437-462.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results
of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421–462.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, UK: Multilingual Matters.
Dörnyei, Z., and T. Taguchi. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing (2nd ed.). New York/London: Routledge.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self (Vol. 36). New York/Bristol: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow,
UK: Pearson Education.
Djigunović, M. J., & Nikolov, M. (2019). Motivation of young learners of foreign languages. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 515-533). Cham, Switzerland: Palgrave Macmillan.
Ellis, R. (2008). The Study of Second Language Acquisition (2 ed.). Oxford: Oxford University Press.
Far, H. R., Rajab, A. B., & Etemadzadeh, A. (2012). Examining the relationship between L2
motivational self-system and L2—learning among TESL students. US-China Foreign
Language, 10(6), 1266-1270.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research
paradigm. Eurosla Yearbook, 6(1), 237–260.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 13(4), 266.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Henry, A. (2010). Contexts of possibility in simultaneous language learning: Using the L2
Motivational Self-system to assess the impact of global English. Journal of Multilingual and Multicultural Development, 31(2), 149–162.
Henry, A., & Thorsen, C. (2017). The ideal multilingual self: Validity, influences on motivation,
and role in a multilingual education. International Journal of Multilingualism, 15(4), 349–
364.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review,
94(3), 319.
Huang, H. T., Hsu, C. C., & Chen, S. W. (2015). Identification with social role obligations,
possible selves, and L2 motivation in foreign language learning. System, 51, 28-38.
Huy, P. V. (2016). Motivational profiles of learning multiple foreign languages. Second Language Studies, 34(2), Spring 2016, pp. 101-132.
Irakoze, S. J. (2015). The impact of English on Kirundi and French in Burundi: Use and attitudes
among Burundian students. Unpublished master's thesis, University of Tlemcen, Tlemcen,
Algeria.
Islam, M. (2013). L2 motivational self-system and relational factors affecting the L2 motivation of Pakistani students in the public universities of Central Punjab, Pakistan. Unpublished doctoral dissertation, University of Leeds.
Kim, C., & Lee, H. (2015). The interaction of L2 motivation constructs and learner variables in
Korean middle school learners of English. Modern English Education, 16(1), 81-105.
Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 Motivational Self
System, international posture and competitiveness of Korean CTL and LCTL college
learners: A structural equation modeling approach. System, 72, 178-189.
Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as
a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning,
58(2), 327–355.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self- -related beliefs
in second-language-learning motivation. Applied Linguistics, 32(5), 495-516.
Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in foreign language learning
motivation. Language Learning, 61(4), 1328-1354.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3–19.
Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in
urban and rural settings. Language Learning, 62(4), 997–1023.
Lasagabaster, D. (2015). The relationship between motivation, gender, L1 and possible selves in
English-medium instruction. International Journal of Multilingualism, 13(3), 315–332.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954.
Mazunya, M. (2011). Les défis linguistiques au sein de l’East African Community : cas de l’identité francophone du Burundi. Les Cahiers de l'Orient, 103(3), 141-146.
Mazunya, M., & Habonimana, A. (2010). Les langues de scolarisation dans l’enseignement
fondamental en Afrique subsaharienne francophone : Le cas du Burundi. Bujumbura:
Agence Universitaire de La Francophonie.
McClelland, N. (2000) Goal orientations in Japanese college students learning EFL. In S.D. Cornwell and P. Robinson (eds) Individual Differences in Foreign Language Learning:
Effects of Aptitude, Intelligence, and Motivation (pp. 99115). Tokyo : Japanese Association
for Language Teaching.
Mivuba, A. (2009). L’impact de la langue d’instruction sur l’apprentissage dans les écoles
primaires du Burundi. Bujumbura: Actionaid.
Nakamura, T. (2015). Motivations for learning Japanese and additional languages: A study of L2
self-image across multiple languages. New Voices in Japanese Studies, 7, 39–58.
Ndayimirije, M. I. (2015). The English language curriculum for state primary schools in Burundi:an appraisal of its adequacy and implementation. Unpublished doctoral dissertation, Kenyatta University, Kenya.
Nduwayo, R. (2014). Evaluation des Acquisitions en Anglais chez les élèves de la cinquième année primaire dans le système scolaire Burundais. Unpublished bachelor's thesis, University of Burundi, Bujumbura.
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. London: Longman.
Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63, 1–24.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12–28.
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and
function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 17–40). New York: Nova Science Publishers.
Pallant, J. (2011). SPSS SURVIVAL MANUAL-A step by step guide to data analysis using SPSS, (4th ed.). Australia: Allen & Unwin
Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Passauer, L. (2019). Language Matters: What are the Primary School Teachers' Perspectives and Lived Experiences of Burundi's Language Policy? Capstone Collection. 3150
Rwantabagu, H. (2011). Tradition, globalisation and language dilemma in education: African options for the 21st century. International Review of Education, 57(3–4), 457–475.
Ryan, S. (2009). Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese
Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and
the L2 Self (pp. 120–143). New York/Bristol: Multilingual Matters.
Siridetkoon, P. (2015). Motivation, anxiety and international posture of multiple language learners in Thailand. Unpublished doctoral dissertation, University of London.
Siridetkoon, P., & Dewaele, J.-M. (2017). Ideal self and ought-to self of simultaneous learners of
multiple foreign languages. International Journal of Multilingualism.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self-system among Japanese, Chinese and Iranian Learners of English: A Comparative Study. Motivation, Language Identity and the L2 Self, 36, 66.
The Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(Suppl. 1), 19–47.
Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self-system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238-252.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language Identity and the L2 self (pp. 215–228). Bristol, UK: Multilingual Matters.
Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal, 101(3), 469-482
Véliz-Campos, M., Polanco-Soto, M., & Biedroń, A. (2020). L2 Motivational Self-system, International Posture, and the Socioeconomic Factor in Efl at University Level: The Case of Chile. Psychology of Language and Communication, 24(1), 142-174.
Widdowson, H. G. (1997). EIL, ESL, EFL: Global Issues and Local Interests. World Englishes, 16(1), 135-46.
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET bulletin, 31(1), 121-133.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 54–66.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language Identity and the L2 self (pp. 144–163). Bristol, UK: Multilingual Matters.
Yılmaz, C. (2017). L2 motivational self-system and its relationship with gender, proficiency and year. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(3), 185-193.
Zaragoza, E. D. C. (2011). Identity, motivation and plurilingualism in self-access centers. Identity, Motivation and Autonomy in Language Learning, 91–106.
