Investigating the self-reported second Language (L2) learner motivations of Japanese students on an International Foundation Programme at a university in the UK

Abstract

This study is an exploration of the second language (L2) learner motivations of Japanese students studying on an International Foundation Programme in the UK. The study takes a sociocultural approach where L2 learner motivation is understood through the influence of social and cultural environments on behaviour. Dörnyei’s (2009) L2MSS model is used as the framework for the study. One of the limitations to this model is that the dialogue of L2 speakers was not considered. A new model is proposed, extending Dörnyei’s previous model by including Bakhtin’s theory of dialogue.

This study uses the mixed methods research design of Q methodology for data collection and analysis. Q is little used for L2 motivation research yet is it specifically developed to place the participants’ perspectives at the centre of analysis. The self and subjectivity run throughout Dörnyei’s L2MSS model, Bakhtin’s theory of dialogue and Q methodology. In this unique combination, each aspect adds value to the other and thus together expands the research agenda on L2 motivation.

The study found participants were inspired to commence English study in the UK after listening to their Japanese peers at school speaking English fluently and wishing to emulate them. Ethnocentrism and fear of assimilation were almost non-existent in these participants, and this was highlighted by their overwhelming interest in British culture and culture in general. In the classroom, the difference in pedagogic style between the UK and Japan caused a number of L2 motivational problems.

Date of Award	23 Jun 2023
Original language	English
Awarding Institution	University of Winchester
Supervisor	Louise Pagden (Supervisor), Merce Prat-Sala (Supervisor) & Marie Morgan (Supervisor)