Polish and Finnish teenagers’ motivation to learn English: The role of context

Janina Iwaniec; Riikka Ullakonoja

doi:10.1515/eujal-2015-0034

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Polish and Finnish teenagers’ motivation to learn English: The role of context

Janina Iwaniec und Riikka Ullakonoja

Veröffentlicht/Copyright: 9. April 2016

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Aus der Zeitschrift European Journal of Applied Linguistics Band 4 Heft 2

Abstract

Language learning motivation has been investigated in a number of contexts (Dörnyei and Ushioda 2009). However, there has been only one attempt (Taguchi et al. 2009) at a systematic comparison of models of motivation to learn English by students from different countries. The aim of this study is to investigate the role of context by comparing motivational characteristics and SEM (Structural Equation Modelling) models of language learning motivation of 15–16 year-old students from Finland and Poland. The data from both countries was collected using the same motivational questionnaire with a total of 351 students completing it. A number of differences were identified between the two contexts. Finnish learners scored significantly higher on scales of the ideal L2, intrinsic motivation, knowledge orientation, motivated behaviour and peer pressure, whereas Polish learners reported higher levels of international orientation and parental encouragement. The comparison of models of language learning motivation shows differences in the role of parents and peers, endorsement of goals between the two cohorts. Finally, we discuss the potential reasons behind the differences in motivation between the two contexts and conclude that contexts not only affect motivational characteristics but also the structure of language learning motivation.

Zusammenfassung

Sprachlernmotivation wurde bereits in unterschiedlichen Kontexten untersucht (Dörnyei und Ushioda 2009). Allerdings gab es bisher lediglich eine Untersuchung (Taguchi et al., 2009) eines systematischen Vergleichs, in der versucht wurde, Motivationsmodelle beim Spracherwerb der englischen Sprache von Lernern aus verschiedenen Ländern zu vergleichen. Ziel dieser Studie ist es, die Rolle des Kontextes durch den Vergleich motivationsfördernder Faktoren und SEM-Modelle (Structural Equation Modelling, Strukturgleichungsmodellen) der Sprachlernmotivation von 15–16 jährigen Schülern in Finnland und Polen zu untersuchen. Die Daten wurden in beiden Ländern anhand des gleichen Fragebogens hinsichtlich Motivation von insgesamt 351 Schülern ausgefüllt und gesammelt. Eine Anzahl von Unterschieden konnten zwischen den zwei Kontexten erkannt werden. Finnische Lernende erzielten deutlich höhere Werte auf den Skalen des idealen Sprachenlerners (L2), der intrinsischen Motivation, der Wissensorientierung, des motivierten Verhaltens und des Einflusses der Lerngruppe, während polnische Schüler höhere Werte hinsichtlich internationaler Ausrichtung und elterlicher Unterstützung bekamen. Der Vergleich der Modelle der Sprachlernmotivation zeigt Unterschiede in Bezug auf die Rolle der Eltern und Gleichaltrigen sowie der gesetzten Ziele der beiden Gruppen auf. Schließlich besprechen wir die möglichen Gründe für die Unterschiede bei der Motivation zwischen den beiden Kontexten und stellen fest, dass die Kontexte sich nicht nur auf motivationsfördernde Faktoren, sondern auch auf die Struktur der Sprachlernmotivation auswirken.

Resumen

Se han realizado investigaciones sobre la motivación en el aprendizaje de lenguas en numerosos contextos (Dörnyei and Ushioda 2009). No obstante, solo ha habido un intento (Taguchi et al., 2009) de comparación sistemática de modelos de motivación para aprender inglés en estudiantes de diferentes países. El objetivo del presente estudio es investigar el papel del contexto comparando las características motivacionales y los modelos SEM (Structural Equation Modelling, modelo de ecuación estructural) de motivación en el aprendizaje de lenguas en estudiantes finlandeses y polacos de entre 15 y 16 años. En ambos países los datos fueron recogidos utilizando un cuestionario motivacional con un total de 351 estudiantes que lo cumplimentaron. Así se pudieron observar numerosas diferencias entre los dos contextos. Los estudiantes finlandeses obtuvieron puntuaciones significativamente mejores en las escalas de un LE ideal, en motivación intrínsica, orientación del conocimiento, comportamiento motivado y presión de los pares, mientras que los estudiantes polacos se encontraban en un nivel superior en orientación internacional y apoyo de los padres. La comparación de los modelos de motivación en el aprendizaje de lenguas muestra diferencias en el papel de los padres y los pares, así como en la búsqueda de objetivos entre estos dos grupos. Finalmente, reflexionamos sobre las causas potenciales que se encuentran tras esas diferencias en motivación entre estos dos contextos y concluimos que los contextos no sólo afectan a las características motivacionales, sino también a la estructura de la motivación en el aprendizaje de lenguas.

Keywords: motivation; Polish context; Finnish context

Schlüsselwörter: Motivation; polnischer Kontext; finnischer Kontext

Palabras clave: motivación; contexto finlandés; contexto polaco

Acknowledgements

We would like to take this opportunity to thank the colleagues who read this paper, the two reviewers and the editors for their insightful comments, which helped us improve the current paper, and also the timely manner in which the review process was completed. We really appreciate your effort.

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https://doi.org/10.1515/eujal-2015-0034

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motivation; Polish context; Finnish context