Honors Academy- (Honors Self-Design Major)
Student motivation in the context of foreign language learning is a complex topic that influences many areas of language study. Dornyei’s L2 Motivational Self Model and the concept of future self guides give some insight into the underlying motivational orientations when used to analyze self-reported survey data regarding language learning and its perceived benefits (Dornyei & Ushioda, 2009, p. 456). This analysis brings to light some of the major differences between these two contexts, challenges the idea that they are identical or equivalent in learning outcomes, and suggests some practical application to the foreign language classroom at Western Kentucky University.
Advisor(s) or Committee Chair
Dr. Elizabeth Winkler, Dr. Ashley Stinnett
Education | Linguistics | Modern Languages | Psychology
Williams, Roy IV, "Motivated to Learn: Motivational Differences in High School and University-Level Foreign Language Classroom Experiences" (2019). Mahurin Honors College Capstone Experience/Thesis Projects. Paper 818.