Influence of Teaching Target Language Culture on ESL Student Motivation
Date
2014-10-14
Authors
Pierce, Lisa D.
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Abstract
Second language research demonstrates a strong correlation between student motivation to learn a second language and student attitudes towards native speakers of the target language and the target language culture (Gardner, 2006). To date, we have limited knowledge about how teaching about the target language culture, or lack thereof, in the second language classroom affects student attitudes and motivation to learn. This study draws from second language motivation research grounded in self-determination theory (Noels, Pelletier, Clément, & Vallerand, 2000; Pae, 2008; Ryan & Deci, 2000) and the ideal L2 self (Csizer & Dörnyei, 2005; Ryan, 2009; Taguchi, Magid, & Papi, 2009). This study is intended to deepen understanding of student motivation in second language learning, specifically in the formal classroom context. There are three areas of focus in this study: (1) student attitudes towards native speakers of the target language and the target language culture, (2) teacher support for students’ autonomous regulation, and (3) target language culturally supportive classrooms. The outcome variables in the study are persistence in second language learning as measured by student self-reports on indicators such as effort and intended effort, and gain scores from a speaking and listening assessment given to all students enrolled in the college English-as-a-second language program. Using confirmatory structural equation modeling to test the models proposed in the study, significant, direct relationships were confirmed among the variables with the exception of the variable of target language culturally supportive classrooms.
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Keywords
ESL, SDT, Autonomous regulation