Motivation as a Link Between Grammatical Readiness and L2 Oral Proficiency Development During a Study-Abroad Program

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This study explores the link between grammatical readiness, motivational and behavioral changes toward second language (L2) contact, and development of L2 oral proficiency during a one-semester study-abroad (SA) program. 24 Japanese college students studying English as a foreign language are sampled for this study. The participants’ grammatical readiness, and their pre- and post-SA L2 oral proficiency are measured using TOEFL® ITP and iBT. The amount of L2 contacts and changes in learning motivation are documented using the language contact profile and interviews. A pared sample t-test, cluster analysis, Mann-Whitney U test, interview analysis, descriptive statistics and regression analysis are applied to this study. The results of the analyses confirmed the positive link between grammatical readiness, L2 contact behavior and L2 oral development during their SA program: (1) sufficient initial readiness led 10 participants to positive learning experiences, stronger motivation and effective use of their learning resources throughout the SA program; and (2) in the case of six participants, lack of readiness resulted in repeated negative learning experience, a sense of powerlessness over unaided L2 activity and avoidance of L2 contact.

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