Mi futuro, mi pasión favorita o un camino a la cultura antigua...el significado de las motivaciones en aprendientes de griego moderno como segunda lengua

  1. Rodríguez-Lifante, Alberto 1
  2. Andria, Maria 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 National and Kapodistrian University of Athens
    info

    National and Kapodistrian University of Athens

    Atenas, Grecia

    ROR https://ror.org/04gnjpq42

Journal:
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education

ISSN: 2604-5613,  2604-5893

Year of publication: 2020

Volume: 3

Issue: 2

Pages: 71-86

Type: Article

DOI: 10.5565/REV/CLIL.47 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education

Sustainable development goals

Abstract

The study of motivation as an individual variable in language learning has produced an extensive body of contributions in the recent decades in relation to the success in language learners’ performance and to teaching and learning processes. However, the majority of studies have focused on the acquisition and teaching of English in different contexts. In the framework of the LETEGR2 project, the present exploratory and qualitative study seeks to analyze the meanings that learners of Modern Greek as a second language (n=102) associate with Greek and how the relationships of these meanings interact with motivations towards learning this language. The processing and categorization of the participants’ responses by inter‑judge validation and their thematic analysis highlight four main aspects associated with language as (a) instrument, (b) attitude, (c) personal bond and (d) culture. The preliminary results reveal, firstly, positive and very positive attitudes towards the Greek language; secondly, the relationship between learning Greek and other extralinguistic aspects, such as intergenerational links and the role of the historical and cultural legacy of this language.

Bibliographic References

  • Al-Hoorie, A.H.,yMacIntyre, P.D. (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters.
  • Andria, M. (2014). Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad.(Tesis doctoral, Universitat de Barcelona). http://hdl.handle.net/10803/285452
  • Andria, M. (2020, marzo). Multilingual learners’ perceptions on learning Greek as a foreign language. Comunicación presentada en el Georgetown University RoundTable (GURT), 13-15 marzo 2020, Washington, D.C., EEUU.
  • Andria, M., y Serrano, R. (2017). Developing new ‘thinking-for-speaking’ patterns in Greek as a foreign language: the role of proficiency and stays abroad. The Language Learning Journal, 45(1), 66-80. https://doi.org/10.1080/09571736.2013.804584
  • Boo, Z., Dörnyei, Z., y Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. https://doi.org/10.1016/j.system.2015.10.006
  • Benítez Tamará, R. (2020). Lenguas extranjeras y lenguas adoptivas en el proceso de construcción de la identidad lingüística: un estudio exploratorio mediante genogramas (Trabajo final de Máster). http://rua.ua.es/dspace/handle/10045/102328
  • Bunge, M. (2001). «El efecto San Mateo», Polis [En línea], 2, 2012. http://journals.openedition.org/polis/8033
  • Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. The Modern Language Journal, 101, 566-582. https://doi.org/10.1111/modl.12415
  • Cameron, L., yLarsen-Freeman, D. (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17(2), 226–239. https://doi.org/10.1111/j.1473-4192.2007.00148.x
  • Capra F., y Luisi, P.L. (2014). The systems view of life. A unifying vision. Cambridge University Press.
  • Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
  • Crookes, G., y Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512. https://doi.org/10.1111/j.1467-1770.1991.tb00690.x
  • Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
  • Dörnyei, Z. (2009). The psychology of Second Language Acquisition. Oxford University Press.
  • Dörnyei, Z., y Al-Hoorie, A.H. (2017). The motivational foundation of learning languages other than global English. The Modern Language Journal, 101(3), 455-468. https://doi.org/10.1111/modl.12408
  • Dörnyei, Z., yUshioda, E. (Eds.) (2011). Teaching and researching motivation. Addison Wesley Longman.
  • Duff, P. A. (2017). Commentary: Motivation for learning languages other than English in an English‐Dominant world. The Modern Language Journal, 101(3), 597-607. https://doi.org/10.1111/modl.12416
  • Ellis, R. (1985). Understanding Second Language Acquisition. Oxford University Press.
  • Falout, J., y Falout, M. (2005). The other side of motivation: Learner demotivation. EnK.Bradford-Watts, C. Ikeguchi, y M. Swanson (Eds.), JALT2004 conference proceedings (págs. 280-289). JALT. http://jalt-publications.org/archive/proceedings/2004/E81.pdf
  • Gardner, R.C., y Lambert, W.E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue anadienne de psychologie, 13(4), 266–272. https://doi.org/10.1037/h0083787
  • Gardner, R. (1985). Social psychology and second language learning. The role of attitudes and motivation. Edward Arnold.
  • Gheralis-Roussos, E. (2003). The motivation of English language teachers in Greek secondary schools (Tesis doctoral inédita, University of Nottingham). http://eprints.nottingham.ac.uk/11245/1/397638_VOL1.pdf
  • Henrich, J., Heine, Steven J., y Norenzayan, A. (2010).The weirdest people in the world? RatSWD Working Paper No. 139.https://ssrn.com/abstract=1601785
  • Hernández Carrera, R. M. (2014). La investigación cualitativa a través de entrevistas: su análisis mediante la teoría fundamentada. Cuestiones Pedagógicas,23, 187-210. http://institucional.us.es/revistas/cuestiones/23/ Mis_5.pdf
  • Hodgson, A. (2019). Systems thinking for a turbulent world: A search for new perspectives. Routledge.
  • Horn, L. (2013). Promoting responsible research conduct in a developing world academic context.South African Journal of Bioethics and Law,6(1), 21-24.
  • Jiménez Rodríguez, J. (2009). El efecto Mateo. Un concepto psicológico. Papeles del Psicólogo, 30(2), 145-154.
  • Kleinginna, P. R., y Kleinginna, A. M. (1981). A categorized list of motivation definitions, with a suggestion of a consensual definition.Motivation and Emotion, 5(3), 263-291.
  • Kostoulas, A. (2015). A complex systems perspective on ELT: A case study of a language school in Greece. (Tesis doctoral inédita). University of Manchester. https://www.research.manchester.ac.uk/portal/files/54565269/FULL_TEXT.PDF
  • Kostoulas, A. (2018). A language school as a complex system: Complex systems theory in English language teaching. Peter Lang.
  • Kubanyiova, M. (2008). Rethinking research ethics in contemporary Applied Linguistics: The tension between macroethical and microethical perspectives in situated research. The Modern Language Journal, 92(4), 503-518. https://doi.org/10.1111/j.1540-4781.2008.00784.x
  • Kubanyiova, M.,& Crookes, G. (2016), Re-envisioning the role, tasks, and contributions of language teachers in the multilingual era of language education research and practice.The Modern Language Journal, 100, 117-132. https://doi.org/10.1111/modl.12304
  • Lamb. M. (2018). When motivation research motivates: Issues in long-term empirical investigations. Innovation in Language Learning and Teaching. 12(4), 357-370. https://doi.org/10.1080/17501229.2016.1251438
  • Lamb, M., Csizér, K., Henry, A., y Ryan, S. (Eds.) (2019). The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3
  • Landis, J. R., y Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics,33, 159-174.
  • Littman, R. A. (1958). Motives, history and causes. En M.R. Jones (Ed.), Nebraska Symposium on Motivation (págs. 114-168). University of Nebraska Press.
  • Maalouf, A. (2008). A rewarder challenge. How the multiplicity of languages could strengthen Europe. Proposals from the group of intellectuals for intercultural dialogue set up at the initiative of the European Commission.
  • Merton, R.K. (1968). The Matthew effect in science.Science, 159, 56-63.
  • Miccoli, L. (2013). Aproximando teoria e prática para professores de língua estrangeira. Fino Traço Editora.
  • Muñoz, C. (2014, septiembre). Diferencias individuales en aptitud: Retos y oportunidades. Conferencia plenaria, XXV Congreso Internacional de ASELE, Universidad Carlos III de Madrid, Getafe, 17-20 de septiembre de 2019.
  • Olga-Baldwin, W. L. Q., Fryer, L. K., y Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86. https://doi.org/10.1016/j.system.2019.102118
  • Ortega, L. (2005), For what and for whom is our research? The ethical as transformative lens in instructed SLA. The Modern Language Journal, 89(3), 427-443. https://doi.org/10.1111/j.1540-4781.2005.00315.x
  • Perrin, D., y Kramsch, C. (2018). Transdisciplinarity in Applied Linguistics.AILA Review, 31, 1-13. https://doi.org/10.1075/aila.31
  • Rastegar, M., Akbarzadeh, M., y Heidari, N. (2012). The darker side of motivation: Demotivation and its relation with two variables of anxiety among Iranian EFL learners. ISRNEducation, 1-8.
  • Rodríguez Lifante, A. (2015). Motivación y actitudes como variables afectivas en aprendices griegos de español como lengua extranjera (Tesis doctoral inédita), Universidad de Alicante. http://rua.ua.es/dspace/handle/10045/50034
  • Rodríguez-Lifante, A. (2018). Μotivación en el aprendizaje de segundas lenguas: de la teoría a la ética de la investigación.Εn Alexopoulou, A. (Εd.), Tendencias y líneas de investigación en lingüística aplicada a la enseñanza del español como lengua extranjera (págs. 237-266). Ediciones Clásicas-Orto, Colección América Humanística.
  • Rodríguez-Lifante, A. (2019, marzo). La ética en la investigación de la enseñanza de lenguas en un contexto académico. Hacia un paradigma ético. Presentación de comunicación en el XXXVII Congreso Internacional de AESLA, Universidad de Valladolid, 27-30 de marzo de 2019.
  • Rodríguez-Lifante, A. (2020, febrero), La motivación en el aprendizaje de griego moderno como segunda lengua. Ponencia invitada, III Jornada de investigación de AcqUA, Universidad de Alicante, 20 de febrero de 2020.
  • Sakai, H., y Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57-69. Sykara, G. (2017).
  • Κίνητρα και στρατηγικές εκμάθησης των μαθητών της Ελληνικής ως δεύτερης γλώσσας [Motivation and learning strategies of students of Greek as a second language], (Tesis doctoral inédita). http://hdl.handle.net/10442/hedi/40231
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Authentik.
  • Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity.EnDörnyei, Z., y Ushioda, E. (Eds.) Motivation, language identity and the L2 self (págs. 215-228). Multilingual Matters.
  • Ushioda, E., y Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world. Introduction to the Special Issue.Modern Language Journal, 101(3), 451–454. https://doi.org/10.1111/modl.12407
Data source: Dialnet