L2 Motivation in Focus: The Case of Finnish Comprehensive School Students

Autor/in	Kangasvieri, Teija
Titel	L2 Motivation in Focus: The Case of Finnish Comprehensive School Students
Quelle	In: Language Learning Journal, 47 (2019) 2, S.188-203 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1258719
Schlagwörter	Learning Motivation; Second Language Learning; Second Language Instruction; German; French; Russian; Spanish; Student Attitudes; Grade 9; Secondary School Students; Profiles; Anxiety; Correlation; English (Second Language); Foreign Countries; Educational Policy; Required Courses; Elective Courses; Finland + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Deutscher; Französisch; Russisch; Spanisch; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Charakterisierung; Profilanalyse; Angst; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Politics of education; Bildungspolitik; Pflichtkurs; Elective course; Wahlkurs; Finnland
Abstract	The aim of this study is to explore whether latent classes, i.e. subgroups of students, representing specific motivational profiles can be found among learners of different foreign languages (L2s) in Finnish comprehensive schools. The focus is on whether motivational profiles are different for learning a compulsory foreign language (English) or an optional foreign language (German, French, Russian or Spanish). The statistically representative sample was over 1200 completed questionnaires from ninth-graders (ages 15-16) at the upper level of comprehensive school. The data were analysed with latent profile analysis. The results show that five latent classes, i.e. subgroups of students, representing different motivational profiles can be found: the most motivated, the averagely motivated, the averagely motivated with low anxiety, the least motivated and students with high anxiety. The results are discussed from the perspective of language education policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01