Foreign Language Learning Motivation: Focused on First and Second Foreign Language Learning in University Freshman Courses
81 , 20160301 , 東京女子大学言語文化研究会
This study investigates the following three issues: first foreign language (hereinafter referred to as English) and second foreign language learning motivations, recognition rates of learning methods and degrees of burden of learning, and learning plans. In this study, 163 firstyear students at Tokyo Woman’s Christian University were surveyed.
There are four types of motivation: cultural, hobby-related, career-related, and academic. From the results of the questionnaires, both in English learning and in second foreign language learning hobby-related motivation came first though the diffence from other motivations was very small. The results also show that the students had career-related motivation in English learning, and cultural motivation in second foreign language learning.
In addition, recognition rate of second foreign language learning methods was lower than that of English learning methods. However, in both English learning and second foreign language learning, the degrees of burden of learning were almost the same.
Furthermore, in English learning, about 50% of the students plan to take elective subjects, and the proportion of the students who do not plan to take electives was about 15%. In contrast, in second foreign language learning, the rate of those who want to take as electives was about 50%, while that of those who do not was about 30%. It was also found that the proportion of the students who plan to continue studying English after graduation was 75%, but as for second foreign language learning students, it was about 30%.
From these results, it can be said that English learning and second foreign language learning students are similar in motivation and degrees of burden of learning, but they have very different learning plans.