par Göksu, Ali ;Louis, Vincent ;Janssens, Sonja ; [et al.]
Référence AAAL-American Association For Applied Linguistics (2023-03-18: Portland - Oregon - USA)
Publication Non publié, 2023-03-18
Communication à un colloque
Résumé : There has been a growing interest in exploring motivation in various contexts where people are learning additional languages (Ushioda, 2021) as it provides the primary impetus to initiate learning languages (Oxford & Shearin, 1994). Additionally, multilingualism has still drawn researchers’ attention (Cenoz 2013; Jessner, 2008) to understand the underlying strategies/perspectives/structures behind multilingual learners’ learning other languages (Leung, 2016). In many European countries, English and French are leading languages as additional languages learned by multilingual speakers due to globalization or immigration (Cenoz & Jessner 2000; Grießler,2001; Jessner, 2008). There have been limited research examining and comparing the influence of multilingualism on the expansive motivational aspects (sociolinguistic, psycholinguistic, education etc.) (Jessner, 2008; Thompson&Lee, 2016) in learning additional languages (Ushioda, 2021). Addressing these gaps, this research examines and compares the motivational perspectives of multilingual learners in learning English and French as additional languages in Belgium context. The participants consisted of multilingual international students (n=200 (100 for English + 100 for French)) with immigrant background at university level in Belgium. Their ages ranged from 18 to 35. By using mixed method design, data were collected through a survey containing various motivational perspectives of multilingual learners as well as semi-structured interview providing in-depth understanding of motivational dynamics in learning English and French as additional languages in a broader perspective. The data from survey were quantitatively analyzed and compared in SPSS program, whereas interviews were qualitatively and comparatively analyzed using thematic analysis (Martin & White, 2005). The results indicated that being multilingual in Belgium context had a significant role and positive effect in learning English and French as additional languages. In addition, the findings also revealed that multilingual learners had similar and different motivational perspectives containing sociolinguistic, crosslinguistic, educational aspects as well as learning strategies for English and French as additional languages.

Documents en relation