Contact, attitude, and motivation in the learning of Catalan at advanced levels

The theoretical complexity of current understandings of second language (L2) identity has brought the study of language learning motivations from basic concepts of intrinsic, integrative, and instrumental motives to a more dynamic construct that interacts with background factors, learning contexts,...

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Detalles Bibliográficos
Autores: Hamilton, Colleen, Serrano Serrano, Raquel
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2015
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/167298
Acceso en línea:https://hdl.handle.net/2445/167298
Access Level:acceso abierto
Palabra clave:Adquisició d'una segona llengua
Ensenyament de llengües
Català
Multilingüisme
Second language acquisition
Language teaching
Catalan language
Multilingualism
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spelling Contact, attitude, and motivation in the learning of Catalan at advanced levelsHamilton, ColleenSerrano Serrano, RaquelAdquisició d'una segona llenguaEnsenyament de llengüesCatalàMultilingüismeSecond language acquisitionLanguage teachingCatalan languageMultilingualismThe theoretical complexity of current understandings of second language (L2) identity has brought the study of language learning motivations from basic concepts of intrinsic, integrative, and instrumental motives to a more dynamic construct that interacts with background factors, learning contexts, and proficiency levels. This cross-sectional study examines the profile of the advanced non-native learner of Catalan as a means of understanding L2 contact, attitudes, and motivations that underlie the self-concept of this learner group as distinct from foreign language learners. Adult students in advanced courses (N = 90) in Catalonia responded to questionnaire items about the presence of the target language in their social network, attitude toward it, motivation for studying, and background information including age and length of residence, among others. Principle component analysis revealed four driving factors for language study, which are discussed in terms of learners' Ideal and Ought-to L2 Selves from the L2 Motivation Self System (Dörnyei, 2009), in addition to mediating L2 community factors found uniquely in second language study contexts. Through discussing these motivations, we hope to arrive at a better understanding of learners who, arriving in a multilingual community, form an advanced L2 self-concept and translate these push and pull factors into proficiency.Taylor and Francis2020202020152020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersion18 p.application/pdfapplication/pdfhttps://hdl.handle.net/2445/167298Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.1080/14790718.2014.986127International Journal of Multilingualism, 2015, vol. 12, p. 241-258https://doi.org/10.1080/14790718.2014.986127(c) Taylor and Francis, 2015info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1672982026-05-29T05:05:01Z
dc.title.none.fl_str_mv Contact, attitude, and motivation in the learning of Catalan at advanced levels
title Contact, attitude, and motivation in the learning of Catalan at advanced levels
spellingShingle Contact, attitude, and motivation in the learning of Catalan at advanced levels
Hamilton, Colleen
Adquisició d'una segona llengua
Ensenyament de llengües
Català
Multilingüisme
Second language acquisition
Language teaching
Catalan language
Multilingualism
title_short Contact, attitude, and motivation in the learning of Catalan at advanced levels
title_full Contact, attitude, and motivation in the learning of Catalan at advanced levels
title_fullStr Contact, attitude, and motivation in the learning of Catalan at advanced levels
title_full_unstemmed Contact, attitude, and motivation in the learning of Catalan at advanced levels
title_sort Contact, attitude, and motivation in the learning of Catalan at advanced levels
dc.creator.none.fl_str_mv Hamilton, Colleen
Serrano Serrano, Raquel
author Hamilton, Colleen
author_facet Hamilton, Colleen
Serrano Serrano, Raquel
author_role author
author2 Serrano Serrano, Raquel
author2_role author
dc.subject.none.fl_str_mv Adquisició d'una segona llengua
Ensenyament de llengües
Català
Multilingüisme
Second language acquisition
Language teaching
Catalan language
Multilingualism
topic Adquisició d'una segona llengua
Ensenyament de llengües
Català
Multilingüisme
Second language acquisition
Language teaching
Catalan language
Multilingualism
description The theoretical complexity of current understandings of second language (L2) identity has brought the study of language learning motivations from basic concepts of intrinsic, integrative, and instrumental motives to a more dynamic construct that interacts with background factors, learning contexts, and proficiency levels. This cross-sectional study examines the profile of the advanced non-native learner of Catalan as a means of understanding L2 contact, attitudes, and motivations that underlie the self-concept of this learner group as distinct from foreign language learners. Adult students in advanced courses (N = 90) in Catalonia responded to questionnaire items about the presence of the target language in their social network, attitude toward it, motivation for studying, and background information including age and length of residence, among others. Principle component analysis revealed four driving factors for language study, which are discussed in terms of learners' Ideal and Ought-to L2 Selves from the L2 Motivation Self System (Dörnyei, 2009), in addition to mediating L2 community factors found uniquely in second language study contexts. Through discussing these motivations, we hope to arrive at a better understanding of learners who, arriving in a multilingual community, form an advanced L2 self-concept and translate these push and pull factors into proficiency.
publishDate 2015
dc.date.none.fl_str_mv 2015
2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/167298
url https://hdl.handle.net/2445/167298
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1080/14790718.2014.986127
International Journal of Multilingualism, 2015, vol. 12, p. 241-258
https://doi.org/10.1080/14790718.2014.986127
dc.rights.none.fl_str_mv (c) Taylor and Francis, 2015
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Taylor and Francis, 2015
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 18 p.
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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