Motivation of Croatian Foreign Language Students in the Out-of-school Context: a Comparison of English and German
Keywords:
motivated behavior, foreign language, students, activities
Abstract
This article examines the concept of motivation and its role in foreign language learning. In addition to the theoretical basis and an overview of the relevant research, a small-scale quantitative research among English and German language and literature students is used to identify potential differences in motivated behavior in the out-of-school context and in self-assessment of language competence. The results of the statistical analysis show that these two variables correlate positively with each other and that, compared to German studies students, English studies students exhibit significantly more foreign language motivated behavior in the form of various activities in the out-of-school context and rate their language competence significantly higher. The results point to the multi-layered and complex nature of motivation and are interpreted in the context of the Croatian formal education and the broader social context.
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References
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Zoltán DÖRNYEI, 2005: The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah (NJ): Lawrence Erlbaum.
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Elaine K. HORWITZ, 1988: The beliefs about language learning of beginning university foreign language students. Modern Language Journal 72/3, 283–294.
Saša JAZBEC, 2022: Čezjezičnost – novi stari pristop k učenju in poučevanju (tujih) jezikov. Slavia Centralis 15/2, 114–128.
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Manuela KARLAK, 2014: Odnos strategija učenja, motivacije i komunikacijske jezične kompetencije u stranom jeziku. Unveröffentlichte Dissertation. Osijek: Filozofski fakultet.
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Manuela KARLAK, Lana MAYER, 2021: A closer look at English and German learners‘ motivations and identities: A case study. Dijete i jezik danas – Dijete i jezični identitet. Hgg. Lidija Bakota, Manuela Karlak. Osijek: Sveučilište J. J. Strossmayera u Osijeku, Fakultet za odgojne i obrazovne znanosti. 239–252.
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Manuela KARLAK, Tena VELKI, 2015: Motivacija i strategije učenja kao prediktori komunikacijske jezične kompetencije u stranom jeziku [Motivation and learning strategies as predictors of foreign language communicative competence]. Croatian Journal of Education – Hrvatski časopis za odgoj i obrazovanje 17/3, 635–658.
Ann H. KUPPENS, 2010: Incidental foreign language acquisition from media exposure. Learning, Media and Technology 35/1, 65–85.
Eva LINDGREN, Carmen MUÑOZ, 2013: The influence of exposure, parents, and linguistic distance on young European learners‘ foreign language comprehension. International Journal of Multilingualism 10/1, 105–129.
Marta MEDVED KRAJNOVIĆ, 2010: Od jednojezičnosti do višejezičnosti. Uvod u istraživanja procesa ovladavanja inim jezikom. Zagreb: Leykam International d.o.o.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, 1998: Uloga afektivnih faktora u učenju stranoga jezika. Zagreb: Filozofski fakultet.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, 2006: Role of affective factors in the development of productive skills. University of Pécs Roundtable 2006: Empirical Studies in English Applied Linguistics. Hgg. Marianne Nikolov, József Horváth. Pécs: Lingua Franca Csoport. 9–23.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, Vesna BAGARIĆ, 2007: A comparative study of attitudes and motivation of Croatian learners of English and German. SRAZ LII, 259–281.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, Renata GELD, 2003: English in Croatia today: Opportunities for incidental vocabulary acquisition. SRAZ XLVII–XLVIII, 335–352.
Carmen MUÑOZ, Eva LINDGREN, 2011: Out-of-school factors: the home. ELLiE – Early Language Learning in Europe. Hg. Janet Enever. British Council. 103–122.
(Zugriff 28.3.2017)
Rebecca L. OXFORD, Jill SHEARIN, 1996: Language learning motivation in a new key. Language Learning Motivation: Pathways to the New Century (Technical Report No. 11). Hg. Rebecca L. Oxford. Honolulu: University of Hawai‘i, Second Language Teaching and Curriculum Center. 121–144.
Elvira PETROVIĆ, 2004: Kratka povijest učenja stranih jezika, osječka iskustva. Život i škola 12/2, 24–32.
Claudia RIEMER, 2016: L2-Motivationsforschung für Deutsch als Fremdsprache. Länderspezifische und länderübergreifende Einsichten. Fremdsprachen Lehren und Lernen 45/2, 30–45.
Claudia RIEMER, 2019: Stärkung der Motivation zum Deutschlernen. Förderung der deutschen Sprache weltweit. Vorschläge, Ansätze und Konzepte. Hgg. Ulrich Ammon, Gabriele Schmidt. Berlin etc.: de Gruyter. 365–379.
Muriel SAVILLE-TROIKE, 2006: Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Pia SUNDQVIST, Liss Kerstin SYLVÉN, 2014: Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL 26/1, 3–20.
Vlasta VIZEK VIDOVIĆ, Majda RIJAVEC, Vesna VLAHOVIĆ-ŠTETIĆ, Dubravka MILJKOVIĆ, 2003: Psihologija obrazovanja. IEP-Vern.
Marion WILLIAMS, Robert L. BURDEN, 1997: Psychology for Language Teachers: A Social Constructivist Approach. Cambridge University Press.
Nae-Dong YANG, 1989: The relationship between EFL lerners‘ beliefs and learning strategy use. System 27, 515–535.
Kata CSIZÉR, Zoltán DÖRNYEI, 2005: The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal 89/1, 19–36.
Vanessa DE WILDE, Marc BRYSBAERT, June EYCKMANS, 2019: Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition 23/1, 171–185.
Zoltán, DÖRNYEI, 1998: Motivation in second and foreign language learning. Language Teaching 31/3, 117–135.
Zoltán DÖRNYEI, 2001: Teaching and Researching Motivation. Harlow: Longman.
Zoltán DÖRNYEI, 2005: The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah (NJ): Lawrence Erlbaum.
Zoltán DÖRNYEI, 2009: The L2 Motivational Self System. Motivation, Language Identity and the L2 Self. Hgg. Zoltán Dörnyei, Ema Ushioda. Bristol: Multilingual Matters. 9–42.
Zoltán DÖRNYEI, Kata CSIZÉR, Nóra NEMÉTH, 2006: Motivation, Language Attitudes, and Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.
Zoltán DÖRNYEI, Stephen RYAN, 2015: The Psychology of the Language Learner Revisited. New York: Routledge.
Zoltán DÖRNYEI, Ema USHIODA, 2009 (Hgg.): Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
Zoltán DÖRNYEI, Ema USHIODA, 2011: Teaching and Researching Motivation. 2. Ausg. Harlow: Longman.
Rod ELLIS, 2008: The Study of Second Language Acquisiton. 2. Ausg. Oxford: Oxford University Press.
Janet ENEVER, 2011 (Hg.): ELLiE – Early Language Learning in Europe. British Council.
Mirna ERK, 2021: Diversity in EELL: Matters of Context and Contact. Facing Diversity in Child Foreign Language Education. Second Language Learning and Teaching. Hgg. Joanna Rokita-Jaśkow, Agata Wolanin. Cham: Springer. 75–98.
Beatriz GONZÁLEZ FERNÁNDEZ, Norbert SCHMITT, 2015: How much collocation knowledge do L2 learners have? The effects of frequency and amount of exposure. ITL – International Journal of Applied Linguistics 166/1, 94–126.
Robert C. GARDNER, 1985: Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Robert C. GARDNER, 2001: Integrative motivation and second language acquisition. Motivation and Second Language Acquisition (Technical report No. 23). Hgg. Zoltán Dörnyei, Richard Schmidt. Honolulu, Hawai‘i: University of Hawai‘i at Mānoa, Second Language Teaching & Curriculum Center. 1–19.
Robert C. GARDNER, 2007: Motivation and second language acquisition. Porta Linguarum 8, 9–20.
Robert C. GARDNER, 2010: Motivation and Second Language Acquisition. New York: Peter Lang.
Janja HOJNIK, 2018: Nacionalni jeziki v EU: med pravno zavarovano vrednoto in oviro za delovanje enotnega trga. Slavia Centralis 11/2, 16–32.
Elaine K. HORWITZ, 1988: The beliefs about language learning of beginning university foreign language students. Modern Language Journal 72/3, 283–294.
Saša JAZBEC, 2022: Čezjezičnost – novi stari pristop k učenju in poučevanju (tujih) jezikov. Slavia Centralis 15/2, 114–128.
Saša JAZBEC, Alja LIPAVIC OŠTIR, 2011: Mehrsprachigkeit früh fördern – Konzeptionelle Voraussetzungen in den Lehrplänen für das frühe Fremdsprachenlernen in drei Ländern. Porta Linguarum 15, 55–69.
Marijana JELEČ, Nikolina MILETIĆ, 2022: Motivation zum Deutschlernen in Kroatien. Linguistik Online 116/4, 61–76.
Marko KAPOVIĆ, 2022: Strani jezici u formalnom obrazovanju u Hrvatskoj. Strani jezici 51, 283–309.
Manuela KARLAK, 2014: Odnos strategija učenja, motivacije i komunikacijske jezične kompetencije u stranom jeziku. Unveröffentlichte Dissertation. Osijek: Filozofski fakultet.
Manuela KARLAK, 2018: Strategije učenja u engleskom i njemačkom kao stranim jezicima i njihova veza s motivacijom i komunikacijskom jezičnom kompetencijom. Jezik i njegovi učinci. Hgg. Diana Stolac, Anastazija Vlastelić. Zagreb: Srednja Europa/HDPL. 151–163.
Manuela KARLAK, Lana MAYER, 2021: A closer look at English and German learners‘ motivations and identities: A case study. Dijete i jezik danas – Dijete i jezični identitet. Hgg. Lidija Bakota, Manuela Karlak. Osijek: Sveučilište J. J. Strossmayera u Osijeku, Fakultet za odgojne i obrazovne znanosti. 239–252.
Manuela KARLAK, Dajana ŠIMIĆ, 2016: Razlike u motivaciji za učenje engleskoga i njemačkoga kao stranih jezika u učenika mlađe školske dobi. Strani jezici 45/2, 70–87.
Manuela KARLAK, Tena VELKI, 2015: Motivacija i strategije učenja kao prediktori komunikacijske jezične kompetencije u stranom jeziku [Motivation and learning strategies as predictors of foreign language communicative competence]. Croatian Journal of Education – Hrvatski časopis za odgoj i obrazovanje 17/3, 635–658.
Ann H. KUPPENS, 2010: Incidental foreign language acquisition from media exposure. Learning, Media and Technology 35/1, 65–85.
Eva LINDGREN, Carmen MUÑOZ, 2013: The influence of exposure, parents, and linguistic distance on young European learners‘ foreign language comprehension. International Journal of Multilingualism 10/1, 105–129.
Marta MEDVED KRAJNOVIĆ, 2010: Od jednojezičnosti do višejezičnosti. Uvod u istraživanja procesa ovladavanja inim jezikom. Zagreb: Leykam International d.o.o.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, 1998: Uloga afektivnih faktora u učenju stranoga jezika. Zagreb: Filozofski fakultet.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, 2006: Role of affective factors in the development of productive skills. University of Pécs Roundtable 2006: Empirical Studies in English Applied Linguistics. Hgg. Marianne Nikolov, József Horváth. Pécs: Lingua Franca Csoport. 9–23.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, Vesna BAGARIĆ, 2007: A comparative study of attitudes and motivation of Croatian learners of English and German. SRAZ LII, 259–281.
Jelena MIHALJEVIĆ DJIGUNOVIĆ, Renata GELD, 2003: English in Croatia today: Opportunities for incidental vocabulary acquisition. SRAZ XLVII–XLVIII, 335–352.
Carmen MUÑOZ, Eva LINDGREN, 2011: Out-of-school factors: the home. ELLiE – Early Language Learning in Europe. Hg. Janet Enever. British Council. 103–122.
Rebecca L. OXFORD, Jill SHEARIN, 1996: Language learning motivation in a new key. Language Learning Motivation: Pathways to the New Century (Technical Report No. 11). Hg. Rebecca L. Oxford. Honolulu: University of Hawai‘i, Second Language Teaching and Curriculum Center. 121–144.
Elvira PETROVIĆ, 2004: Kratka povijest učenja stranih jezika, osječka iskustva. Život i škola 12/2, 24–32.
Claudia RIEMER, 2016: L2-Motivationsforschung für Deutsch als Fremdsprache. Länderspezifische und länderübergreifende Einsichten. Fremdsprachen Lehren und Lernen 45/2, 30–45.
Claudia RIEMER, 2019: Stärkung der Motivation zum Deutschlernen. Förderung der deutschen Sprache weltweit. Vorschläge, Ansätze und Konzepte. Hgg. Ulrich Ammon, Gabriele Schmidt. Berlin etc.: de Gruyter. 365–379.
Muriel SAVILLE-TROIKE, 2006: Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Pia SUNDQVIST, Liss Kerstin SYLVÉN, 2014: Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL 26/1, 3–20.
Vlasta VIZEK VIDOVIĆ, Majda RIJAVEC, Vesna VLAHOVIĆ-ŠTETIĆ, Dubravka MILJKOVIĆ, 2003: Psihologija obrazovanja. IEP-Vern.
Marion WILLIAMS, Robert L. BURDEN, 1997: Psychology for Language Teachers: A Social Constructivist Approach. Cambridge University Press.
Nae-Dong YANG, 1989: The relationship between EFL lerners‘ beliefs and learning strategy use. System 27, 515–535.
Published
2024-06-28
How to Cite
Karlak M. (2024). Motivation of Croatian Foreign Language Students in the Out-of-school Context: a Comparison of English and German. Slavia Centralis, 17(1), 98–118. https://doi.org/10.18690/scn.17.1.98–118.2024
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