Cross-Cultural Insights into Korean and Swedish Secondary School Students' Willingness to Communicate in a Second Language

Autor/inn/en	Lee, Ju Seong; Sylvén, Liss Kerstin; Lee, Kilryoung
Titel	Cross-Cultural Insights into Korean and Swedish Secondary School Students' Willingness to Communicate in a Second Language
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 6, S.522-536 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ju Seong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1708917
Schlagwörter	Korean; Swedish; Second Language Learning; Self Concept; Learning Motivation; Cross Cultural Studies; Student Attitudes; Language Attitudes; Secondary School Students; Second Language Instruction; Pronunciation; Language Variation; Prediction; Classroom Communication; Positive Attitudes; Teaching Methods; Foreign Countries; Comparative Analysis; Student Participation; Sweden; South Korea + Suchen Sie Ihr Suchwort? Koreanisch; Schwedisch; Zweitsprachenerwerb; Selbstkonzept; Motivation for studies; Lernmotivation; Cultural comparison; Kulturvergleich; Schülerverhalten; Sprachverhalten; Sekundarschüler; Fremdsprachenunterricht; Aussprache; Sprachenvielfalt; Vorhersage; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schweden; Korea; Republik
Abstract	Although there have been several comparative studies of willingness to communicate in a first language (L1 WTC), there is a dearth of comparative research on L2 WTC, especially between groups with distinct cultural and educational backgrounds. This study synthesises the L2 motivational self system (ideal L2 self and ought-to L2 self) and attitudes toward English accents to see how they are linked with L2 WTC between Korean (n = 382) and Swedish (n = 144) secondary students (aged 16-19 years) using a cross-culturally valid and reliable instrument. After controlling for demographic factors, hierarchical regression analyses were conducted separately in two samples. Results revealed that "ideal L2 self," "ought-to L2 self," and "attitudes toward English accents" were significantly predictive of Koreans' L2 WTC, while only "ideal L2 self" predicted Swedish' L2 WTC. It suggests that Korean and Swedish students, who hold vivid ideal L2 self-images, tend to initiate English communication in the classroom. However, Korean students, who study English to meet others' expectations and hold positive attitudes toward diverse English accents (including their own), are likely to initiate communication in English. These results inform context-specific pedagogical implications, and suggest novel future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01