記述言語：英語   掲載種別：研究論文（学術雑誌）  

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy. © 2013 Taylor &amp
Francis.

DOI： 10.1080/17501229.2013.836205

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記述言語：英語   出版者・発行元：大学英語教育学会関西支部  

In this article, the author presents an empirical study that examines whether second language (L2) communication anxiety varies in relation to the learner's communication partner: non-native teachers of English, native teachers of English, more capable peers, less capable peers, and returnees from English speaking countries. The study also explores the relationship between learners' academic status (i.e. junior high, senior high, or college) and their L2 anxiety level with each communication partner. The study adopted a mixed methodology approach: a questionnaire with 240 Japanese English as a Foreign Language (EFL) students and a semi-structured interview with 26 students. The overall results are as follows: (1) L2 anxiety varies depending on communication partners and is particularly high with non-native teachers of English; (2) learners' academic status influences their levels of L2 anxiety with different communication partners; and (3) three reasons may explain the variance in learners' anxiety with different communication partners: fear of negative evaluation by others, nervousness about L2 communication, and a sense of not being evaluated by others. The implications of these findings are discussed in relation to Dornyei's L2 motivational self system.

CiNii Books

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その他リンク： http://dl.ndl.go.jp/info:ndljp/pid/10501173

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記述言語：英語   出版者・発行元：外国語教育メディア学会(LET)  

The purpose of this study is to validate, in a Japanese EFL context, the L2 motivational self system (Dornyei, 2005) with some hypothesized relationship among (1) its underlying tenets, i.e., the ideal L2 self, the ought-to L2 self, and L2 learning experience (including L2 learning attitude and others' influence), (2) L2 learners' motivation, (3) L2 anxiety, (4) self-efficacy, and (5) the perceived amount of information related to learners' future self-guides. A total of 151 EFL Japanese university students participated in this study. The data, which were obtained through a questionnaire were analysed using a structural equation modeling (SEM) approach. The proposed SEM model showed that the perceived amount of information and self-efficacy have a positive influence on the ideal L2 self. It also revealed that the ideal L2 self and L2 learning attitude positively affect learners' motivation, while others' influence and the ought-to L2 self have a strong impact on L2 anxiety that negatively affects learners' motivation. On the basis of these findings, the authors argue that the L2 motivational self system can be developed into an integrative framework that explains not only L2 learners' motivation but also other affective variables such as anxiety and self-efficacy, all in one system.

DOI： 10.24539/let.49.0_1

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記述言語：日本語   出版者・発行元：外国語教育メディア学会(LET)  

This article examined the effectiveness and transferability of language arts (LA) training in a picture description task. Study 1 explored the effects of LA training on participants' picture descriptions in L1. A total of 40 participants were divided into two groups (speakers/listeners), and the speakers were asked to describe pictures for the listeners in L1 before (without) and after (with) LA training. The results showed that LA training had a great impact on the improvement of 1) the quality of information conveyed; 2) focus distribution in the descriptions; 3) description order; and 4) listeners' judgment of the comprehensibility of the descriptions. Study 2 examined whether LA training conducted in L1 also had effects on picture descriptions in L2. Participants were 10 Japanese college students (speakers) and 10 international students (listeners). The same procedures as Study 1 were adopted. The results showed that LA training conducted in L1 had a positive impact on picture descriptions in L2, thereby confirming the transferability of the effects of LA training across the languages. These findings were then discussed in relation to cognitive processing mechanism. The author concluded this article by showing the implications of the studies reported to EFL teaching in Japan.

DOI： 10.24539/let.48.0_49

CiNii Books

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開催地：Jyvaskyla, Finland  

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開催地：National Institute of Education, Singapore  

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開催地：University of Nottingham, UK  

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開催地：University of Queensland,Australia  

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開催地：文京学院大学  

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開催地：Sookmyung University, Seoul, Korea  

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開催地：Sookmyung University, Seoul, Korea  

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開催地：Victoria University, Wellington, New Zealand  

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開催地：甲南大学  

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開催地：Victoria University of Wellington, New Zealand  

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開催地：Fukuoka,Japan  

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開催地：Seinan Gakuin University, Fukuoka, Japan  

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開催地：名古屋  

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開催地：Seoul, Korea  

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開催地：Seoul KyoYuk MunHwa HoeKwan, Seoul, Korea  

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開催地：大阪  

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開催地：東京  

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開催地：神戸学院大学  

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