Departmental Bulletin Paper 多言語学習のモチベーションとアイデンティティ: ドイツ短期留学プログラムにおける共通語としての英語とドイツ語習得
The motivations and identities in learning multiple languages:English as a lingua franca and German language acquisition in an intensive study abroad program in Germany

根本, 浩行  ,  早川, 文人

11pp.65 - 77 , 2017-03-01 , 金沢大学国際基幹教育院外国語教育系
Integrating Dörnyei’s (2005, 2009) L2 motivational self system into the theory of language socialization (Duff, 2010), this study deals with the ways Japanese university students negotiate a sense of self as a learner of German and English through an intensive study abroad program in Germany. An in-depth investigation is made about the impact of English as a lingua franca (ELF) on German language acquisition, identity transformation in communities of practice and individual networks of practice, and students’ development of ought-to and ideal L2 selves in improving German and/or English interactive competence. This study employed a mixed methods approach by mainly collecting the qualitative data through a case study of five Japanese students as well as the quantitative data through a questionnaire survey of 30 students in the study abroad program. The findings suggest that students’ use of ELF in German discourses contributes to enhancing their motivations to learn both languages and engage in various activities embedded in study abroad contexts in Germany. This study furthermore indicates that students’ formation of ought-to and ideal L2 selves enables them to manage cultural contact in the processes of their L2 socialization.

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