Mahurin Honors College Capstone Experience/Thesis Projects

Department

Psychology

Additional Departmental Affiliation

Modern Languages

Document Type

Thesis

Abstract

Second language (L2) learning outcomes vary widely due to factors both internal and external to the learner, including learning and usage contexts and learner goals and motivations. Learners may feel more proficient in and positive towards an L2 if they have intrinsic motivation and positive experience with the L2. Many students in the United States are first exposed to an L2 later in life as an academic requirement, which often impedes L2 learning success and can limit the learner’s relationship with the L2 and related cultures. Because of the highly interconnected global society, investigating the experiences of today’s language learners is crucial for implementing effective and appropriate L2 pedagogy. The present study surveyed 174 university students about their L2 learning and usage; L2 motivations and goals; emotional experiences with the L2; and self-perceived L2 fluency. Statistical analyses, including correlational regression and ANOVA tests, found significant correlations between personal connection to and personal motivation for learning the L2 (Kendall’s Tau-b = 0.535, df = 172, p < .001); differences in some learner groups in fluency, personal connection, and personal motivation; and higher fluency ratings for those with emotional experiences with the L2. Implications for L2 pedagogy and considerations of bilingualism in social, political, and personal contexts are discussed.

Advisor(s) or Committee Chair

Trini Stickle, Ph.D.

Disciplines

Education | Linguistics | Psychology

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