Commentary: Motivation for Learning Languages Other than English in an English-Dominant World

Autor/in	Duff, Patricia A.
Titel	Commentary: Motivation for Learning Languages Other than English in an English-Dominant World
Quelle	In: Modern Language Journal, 101 (2017) 3, S.597-607 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Stellungnahme; Second Language Learning; Second Language Instruction; Learning Motivation; Learning Theories; English (Second Language); Language Role; Language Research; Research Methodology; Learning Processes; Multilingualism; Chinese; Journal Articles; Language Attitudes; Social Influences; Cultural Influences; Political Influences; Language Aptitude; Disadvantaged; Linguistic Theory + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Research method; Forschungsmethode; Learning process; Lernprozess; Mehrsprachigkeit; Multilingualismus; China; Chinesen; Journal article; Zeitschriftenaufsatz; Sprachverhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Sprachbegabung; Spracheignung; Linguistische Theorie
Abstract	The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary "foreign language" settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary challenges and processes involved in the learning of languages other than English (LOTEs)--whether by non-Anglophones choosing additional or alternative languages, or for Anglophones choosing to learn a different language? And how is motivation theory itself evolving in light of the emerging role of English as a global language and a greater emphasis on sociopolitical, sociocultural, economic, and ideological aspects of language learning in diverse contexts, on the one hand, and a concomitant de-emphasis of deficit-oriented notions of learners' shortcomings or traits in acquiring or using another language, on the other? What research methods are being used? Finally, how is current motivation research taking into account "multilingual" experiences (i.e., involving three or more languages), rather than just the learning of one additional (foreign) language? In this commentary piece, I address questions such as these by drawing on insights from the nine articles and other related sources and also offer some of my own perspectives drawing from research on Chinese and other languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01