Cover not available
Article published In:
Australian Review of Applied Linguistics
Vol. 42:3 (2019) ► pp.224–250

Exploring a possible relationship between the attitude of experienced English learners towards Australian English and their L2 motivation

“Sometimes [Australian English] sounds like a duck”

| University of Canberra
ORCID logo | University of Canberra
This paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.
Keywords: attitudes, Australian English, motivation, TESOL
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Methodology
    • 3.1Participants
    • 3.2How we structured and analyzed the survey
    • 3.3Our interview process and analysis
  • 4.Findings
    • 4.1Survey findings
    • 4.2Interview findings
      • The interviewees’ motivation towards learning Australian English
      • The interviewees’ attitude towards Australian English
      • Interaction between L2 motivation and attitude
  • 5.Discussion
    • 5.1What does the participants’ L2 motivational profile look like?
    • 5.2How do they view Australian English?
      • Is there a relationship between the attitude of experienced English learners towards Australian English and their L2 motivation, and how can it be understood?
  • 6.Conclusion
  • References
Published online: 10 September 2019
DOI logo
https://doi.org/10.1075/aral.18053.far
References (42)
References
Adolphs, S., Clark, L., Dörnyei, Z., Glover, T., Henry, A., Muir, C., Sánchez-Lozano, E., & Valstar, M. (2018). Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self. System, 781, 173–185. DOI logoGoogle Scholar
Al-sheri, A. S. (2009). Motivation and vision: The relation between the Ideal L2 Self, imagination and visual style. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 164–171). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 31, 77–101. DOI logoGoogle Scholar
Brown, J. D. (1988). Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge: Cambridge University Press.Google Scholar
(2009). Open-response items in questionnaires. In J. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 200–219). New York: Palgrave Macmillan. DOI logoGoogle Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. DOI logoGoogle Scholar
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson.Google Scholar
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Dalton-Puffer, C., Kaltenboeck, G., & Smit, U. (1997). Learner attitudes and L2 pronunciation in Austria. World Englishes, 16(1), 115–128. DOI logoGoogle Scholar
Dooey, P. (2010). Students’ perspectives of an EAP pathway program. Journal of English for Academic Purposes, 91, 184–197. DOI logoGoogle Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: L. Erlbaum.Google Scholar
(2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp. 9–42). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition Technical Report, 231 (pp. 399–432). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Centre.Google Scholar
Dörnyei, Z., & Csizér, K. (2012). How to design and analyse surveys in second language acquisition research. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition (pp. 75–94). Oxford: Wiley-Blackwell. DOI logoGoogle Scholar
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Pearson.Google Scholar
Fryer, M., & Roger, P. (2018). Transformations in the L2 self: Changing motivation in a study abroad context. System, 781, 159–172. DOI logoGoogle Scholar
Gao, Y. (2009). Language and identity: State of the art and a debate of legitimacy. In J. L. Bianco, J. Orton, & Y. Gao (Eds.), China and English: Globalization and the dilemmas of identity (pp. 101–119). Bristol: Multilingual Matters.Google Scholar
Gao, Y., Xiu, L., & Kuang, W. (2010). I want to be a captain of my own heart. Chinese Journal of Applied Linguistics, 33(2), 3–17.Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, Ontario: Edward Arnold.Google Scholar
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 135–161). New York: Palgrave Macmillan.Google Scholar
Jenkins, J. (2000). Phonology of English as an international language. Oxford: OUP.Google Scholar
(2004). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, 241, 109–125. DOI logoGoogle Scholar
Kachru, B. B., & Nelson, C. L. (1996). World Englishes. In S. L. Mckay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 71–102). Cambridge: CUP.Google Scholar
Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitude, selves, and motivated learning behavior. Language Learning, 58(2), 327–355. DOI logoGoogle Scholar
Kramsch, C. (1998). The privilege of the intercultural speaker. In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective: Approach through drama and ethnography (pp. 16–31). Cambridge: CUP.Google Scholar
Kuo, V. (2006). Addressing the issue of teaching English as a lingua franca. ELT Journal, 60(3), 213–221. DOI logoGoogle Scholar
Lamb, M. (2009). Situating the L2 Self: Two Indonesian school learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 229–247). Bristol: Multilingual Matters. DOI logoGoogle Scholar
MacIntyre, P. D., Mackinnon, S. P., & Clément, R. (2009). Towards the development of a scale to assess possible selves as a source of language learning motivation. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 193–214). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. London: Lawrence Erlbaum.Google Scholar
Moyer, A. (2004). Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon: Multilingual Matters. DOI logoGoogle Scholar
(2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28 (6), 502–518. DOI logoGoogle Scholar
Pallant, J. (2011). SPSS survival manual (4th ed.). Crows Nest, NSW: Allen and Unwin.Google Scholar
Phillipson, R. (1993). Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Richards, K. (2009). Interviews. In J. Heigham & R. A. Crocker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 182–199). New York: Palgrave Macmillan. DOI logoGoogle Scholar
Ryan, S. (2006). Language learning motivation within the context of globalization: An L2 self within an imagined global community. Critical Inquiry in Language Studies: An International Journal, 3(1), 23–45. DOI logoGoogle Scholar
(2008). The ideal L2 selves of Japanese learners of English (Doctoral thesis). University of Nottingham. Retrieved from [URL]
Smit, U., & Dalton, C. (2000). Motivational patterns in advanced EFL pronunciation learners. International Review of Applied Linguistics in Language Teaching, 38(3/4), 229–246.Google Scholar
Stracke, E., Jones, J., & Bramley, N. (2014). Investigating adult migrant ESL learners’ language learning motivational profile in Australia: Towards a bicultural identity. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 155–170). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Strauss, A., & Corbin, J. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Newsbury Park, London, and New Delhi: Sage Publications.Google Scholar
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Thompson, A. (2017). Don’t tell me what to do! The anti-ought-to self and language learning motivation. System, 371, 38–49. DOI logoGoogle Scholar
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144–163). Bristol: Multilingual Matters. DOI logoGoogle Scholar