Since the genesis of L2 motivation research the Gardner-driven body of research, and the Attitude/Motivation Test Battery that embodies its quantitative approach, has dominated the field.
Recently, there has been a call for qualitative research in more diverse contexts, such that new, context-specific factors can be established with a view to broadening and testing existing L2 motivation theories.
Meanwhile, developments in the field of World Englishes have begun to impact on L2 motivation research, most specifically with reference to problems in applying Gardner’s affective Integrativeness concept in contexts where there is no tangible ‘target group’, but rather English is seen as a route to membership of domestic/international social elites.
Four officers enrolled at the Republic of Korea Education and Training Command English School were subjected to semi-structured interviews. Data was transcribed, content-analysed and categorised into results pertaining to orientation, external influences on motivation, motivational strategies, changes in motivation over time, success/failure attributions, English ownership/desired pronunciation/style, and emerging context-specific factors.
Indicative results suggest that the Integrativeness concept is unworkable in analysing learner responses, confirming the work of Coetzee-Van Roy (2006.) Context-specific factors relating to testing, duty, workload, and personal problems emerged; such factors require further investigation using methods appreciative of East Asian culture.
Some indications suggested an application of Dornyei’s (2005) ‘Ideal L2 Self’ system may be a viable future research agenda. However, some potential problems with the application of that model in Korean contexts are identified. The potential to both interpret results of this study and assist in the design of a future research agenda through application of theory from organisation psychology is also discussed.
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Inhaltsverzeichnis (Table of Contents)
- Introduction
- Literature Review
- The Socio-Educational Model
- The Quantitative Methodology of the Socio-Educational Approach
- Criticism of the AMTB/Socio-Education Model
- The Agenda for Change
- The Need for Qualitative Enquiry
- Attributional Processes
- Demotivation
- Ownership of English
- English as a Lingua Franca
- Integrativeness in World Englishes Contexts
- The 'Ideal L2 Self'
- Future Research
- Research Aims
- Method
- Semi-Structured Interviews
- Ethical Considerations
- Data Analysis
- Results
- Current Motivation
- Integrative/Instrumental Orientation
- Changes in Motivation over Time
- The Role of Textbooks, Teachers, & Institutions
- Motivation Strategies
- The Role of Testing
- Previous Learning Experiences & Motivation
- A Duty to Learn English
- 'Doing Well' & Success/Failure Attribution
- Target Groups, Pronunciation/Style, and Ownership
- Demotivation
- Personal Factors & Workload
- Discussion
- Research Aim 1
- Research Aim 2
- Research Aim 3
- Research Aim 4
- Research Aim 5
- Research Aim 6
- Research Aim 7
- Research Aim 8
- Research Aim 9
- Limitations of the Study
- Future Research Implications
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This case study investigates the motivational factors and demotivational experiences of Korean naval military officers learning English at the Republic of Korea Naval Education & Training Command English School. The study aims to contribute to the ongoing shift in L2 motivation research by adopting a qualitative approach and exploring context-specific factors that influence motivation in this unique setting.
- The impact of the socio-educational model and its limitations in understanding motivation in World Englishes contexts.
- The role of qualitative research in uncovering nuanced motivational factors and addressing the need for diversity in research contexts.
- The influence of attributional processes, ownership of English, and the function of English as a lingua franca on motivation.
- The significance of personal factors, workload, and previous learning experiences on motivation and demotivation.
- The exploration of motivation strategies and the impact of testing on learner motivation.
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction outlines the shift in L2 motivation research towards qualitative approaches and the importance of exploring diverse contexts. It introduces the case study of four highly motivated Korean naval officers and their experiences with English learning. The literature review examines various theoretical frameworks, including the socio-educational model and its critiques, the significance of qualitative research, attributional processes, demotivation, and the concept of ownership of English. The methodology chapter details the semi-structured interviews conducted with the participants and the ethical considerations involved. The results chapter presents detailed findings from the interviews, focusing on current motivation, integrative/instrumental orientation, changes in motivation over time, the role of textbooks, teachers, and institutions, motivation strategies, the role of testing, previous learning experiences, a duty to learn English, success/failure attributions, target groups, pronunciation/style, and ownership, demotivation, and personal factors and workload. The discussion chapter analyzes the findings in relation to the research aims, highlighting the key themes and implications for future research.
Schlüsselwörter (Keywords)
This study focuses on the key themes of L2 motivation, demotivation, qualitative research, World Englishes, ownership of English, attributional processes, the Korean military context, and the socio-educational model. The study aims to contribute to the understanding of motivation in non-native English speaking contexts and to explore the factors that influence English learning in a unique and specific setting.
- Quote paper
- Robert Dormer (Author), 2012, Motivation and Demotivation in the Korean Military Context, Munich, GRIN Verlag, https://www.grin.com/document/342581
