Learning Japanese as a Foreign Language in the Context of an American University: A Qualitative and Process-Oriented Study on De/Motivation at the Learning Situation Level
Version of Record online: 21 FEB 2012
© 2012 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 45, Issue 1, pages 130–163, Spring 2012
How to Cite
Yi Tsang, S. (2012), Learning Japanese as a Foreign Language in the Context of an American University: A Qualitative and Process-Oriented Study on De/Motivation at the Learning Situation Level. Foreign Language Annals, 45: 130–163. doi: 10.1111/j.1944-9720.2012.01167.x
- Issue online: 23 MAR 2012
- Version of Record online: 21 FEB 2012
- Manuscript Accepted: 15 NOV 2011
- Manuscript Received: 22 DEC 2010
- foreign language pedagogy;
- learning situation level;
Motivation plays an important role in foreign language learning. To investigate factors that influence motivation level, the researcher surveyed 102 students studying Japanese at the University of Washington and interviewed 10 of them. From their responses, the researcher identified four de/motivational factors: (1) teachers, (2) feedback, (3) difficulty of the class, and (4) feeling of progress. These findings also suggest that the impacts of these factors occur at different levels, take different forms, and have different strengths. The study also discusses the psychology of students underlying the influence of these de/motivational factors. Furthermore, students most frequently mentioned “teachers” and “feeling of progress,” which partially agrees with four previous related studies. Finally, the researcher briefly discusses the teachers’ perspective.