Exploring the Dynamics of Motivation for Learning Japanese among Chinese Learners: An Elicited Metaphor Analysis

Autor/inn/en	Huang, Wenhong; Feng, Dezheng
Titel	Exploring the Dynamics of Motivation for Learning Japanese among Chinese Learners: An Elicited Metaphor Analysis
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 7, S.605-617 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1571071
Schlagwörter	Japanese; Second Language Learning; Learning Motivation; Figurative Language; Teaching Methods; Discourse Analysis; Majors (Students); Classification; Leisure Time; Food; Outcomes of Education; Cultural Awareness; Student Interests; Undergraduate Students; Foreign Countries; Interference (Language); Student Attitudes; Naming; Second Language Instruction; China (Beijing) + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Freizeit; Lebensmittel; Lernleistung; Schulerfolg; Cultural identity; Kulturelle Identität; Studieninteresse; Ausland; Schülerverhalten; Fremdsprachenunterricht
Abstract	This paper examines the motivations of Chinese learners of Japanese across three different grades through Elicited Metaphor Analysis and semi-structured interview. Year 1, Year 2 and Year 3 Japanese majors (55 in total) in a Chinese university were asked to produce metaphors that reflected their motivations to learn Japanese. The metaphor data were analysed by two coders in three steps: Labelling, Sorting and Categorisation. It is found that Year 1 learners were enthusiastic about learning Japanese, using mostly "leisure" and "eating" metaphors; Year 2 learners often used "journey" metaphors to indicate the difficulty they were facing; and Year 3 learners were more concerned about the benefits and practical outcomes of learning, using mainly "learning other skills" metaphors. The metaphor and interview data together confirm the dynamic and situated nature of language learning motivation. The data also reveal that Japanese learning in mainland China was associated with an interest in the culture of Japan and subject to negative interference from English. The study concludes with implications for enhancing the teaching of Japanese in similar contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01