In:
Applied Linguistics Review, Walter de Gruyter GmbH, Vol. 5, No. 1 ( 2014-4-1), p. 73-97
Abstract:
As part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
Type of Medium:
Online Resource
ISSN:
1868-6311
,
1868-6303
DOI:
10.1515/applirev-2014-0004
Language:
English
Publisher:
Walter de Gruyter GmbH
Publication Date:
2014
detail.hit.zdb_id:
2575065-3
SSG:
7,11
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