Naslov
Learning another language and motivation to continue learning English: competition or synergy.

Autori
Cybulska, Katarzyna ; Kabalin Borenić, Višnja

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
UPRT 2011: Empirical Studies in English Applied Linguistics

Urednik/ci
József Horváth

Izdavač
Lingua Franca Csoport

Grad
Pečuh

Godina
2011

Raspon stranica
147-159

ISBN
978-963-642-436-7

Ključne riječi
L2 motivation, multiple language learning, higher education

Sažetak
The growing importance of the English language has inevitably influenced education curricula across Europe (Ammon, 2001 ; Graddol, 2006 ; Coleman, 2006). English is becoming a basic skill (Graddol, 2006) and a prerequisite for personal and professional success. However, due to this commonness of English, it is the competence in other languages that gives the speaker a comparative advantage and prestige ; consequently, many learners opt for further linguistic diversification of their repertoire on top of learning English. In accordance with the conceptualization of individual multilingualism/ plurilingualism, such decisions allow many factors to come into play (cf. Hufeisen and Marx 2007), reshaping learners’ initial interest in and drive for learning English. In order to investigate whether the development of skills in other languages is related to a specific motivational basis for learning English, we conducted a quantitative study of Croatian business students' attitudes to English and motivation to learn it in two groups. One group comprised 109 students attending only business English courses, and the other consisted of 109 students who had freely chosen to learn another language/other languages in addition to English. All participants have been learning English as their first foreign language for 11.5 years on average. The data were collected using a questionnaire based on earlier studies (Mihaljević-Djigunović, 1998 ; Dörnyei et al. 2006 ; Erling, 2004). The established differences between the two groups are interpreted in the light of selected current models of multilingualism and multiple language learning (esp. Aronin & Ó Laoire 2004, Herdina and Jessner 2002 ; Hufeisen and Marx 2007).

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA