engleski

L2 motivation and L2 anxiety among non-language university majors

Research has shown that second language (L2) motivation plays a significant role in the language learning process. In addition, studies indicate that L2 anxiety has an important influence on both L2 motivation and L2 learning. In Croatia, few studies have focused on the relationship between L2 motivation and L2 anxiety in learning English among non- language university majors since the introduction of the Bologna process in 2005. Specifically, L2 motivation within Dörnyei’s (2005) L2 Motivational Self System (L2MSS), causal attributions, as well as other variables with regard to L2 anxiety need to be examined. The major aim of this paper was to investigate the relationship between L2 motivation variables and L2 anxiety. The sample included 543 first year non-language majors from various fields of study. Data was gathered by means of a three- part questionnaire which was administered at the beginning of the academic year during regular English classes. Correlation analysis indicated that L2 anxiety was negatively correlated to a self-concept relating to ideal L2 self (an intrinsic type of L2 motivation), length of studying English, final English high school grades, intended effort, L2 interest, and the causal dimensions of stability and controllability. Conversely, L2 anxiety was positively correlated with gender, and a self- concept associated with ought-to L2 self and instrumentality-prevention (extrinsic types of L2 motivation). Multiple regression analysis showed that the following variables were significant predictors of L2 anxiety: ideal L2 self, gender, length of studying English, instrumentality- prevention, and ought-to L2 self. Follow-up qualitative analyses need to be carried out in order to provide a more precise explanation of these findings.

Second language motivation ; L2 anxiety ; Non-language university majors

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