ロシア語学習者の初期動機づけ要因に関する考察： Rによるデータ解析

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  • ロシアゴ ガクシュウシャ ノ ショキドウキズケ ヨウイン ニ カンスル コウサツ : R ニ ヨル データ カイセキ
  • Motivational Factors for Learners of Russian Statistical Analysis with R

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The purpose of this study is to make clear the motivational components or orientations for Japanese university students to start studying Russian, and analyze statistically the relationship between the orientations and learning outcomes. The results of the analysis showed as follows: First, a feeling of excitement for studying something new (finding orientation) and expectation that the Russian language someday would be of use (practical orientation) could be the motivational components at the start of learning. These orientations, however, do not reflect an influence on the learning results. Students’ learning habits are much more influential on the learning outcome than the initial motivational components. Second, interest in the culture or societies, in which the target language is spoken, has been considered as integrative orientation in the existing studies, but it might be better to explain it as “relationship orientation”. Third, the negative attitudes toward the language studied in the past, namely, difficulty of English grammar or feeling of being weak in English, have an unexpectedly large influence on studying Russian language at the start of learning. Therefore, to those who do not have effective study habits, no type of orientation would have an influence on learning Russian unless we take some kind of nonconventional approach to the learning situation.

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