Motivating Bilingual and Semibilingual University Students of Japanese: An Analysis of Language Learning Persistence and Intensity among Students from Immigrant Backgrounds  

Oleh:

Kondo, Tomihide

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 32 no. 1 (1999), page 77-88.
Fulltext: 32_01_Kondo.pdf (1.02MB)

Isi artikel

FL teachers in the United States often encounter the problem: how best to assist their bilingual and semibilingual students from immigrant backgrounds. Interviews with American Shin Nisei (new second-generation Japanese) university students reveal how strongly motivation influences their persistence in taking Japanese courses and the intensity with which they use Japanese outside the classroom. First, valence and self-efficacya re critical in predicting students ' persistence in studying Japanese at the university, while self-confidence influences powerfully the students' use of Japanese for verbal communication outside the classroom. Second, most students do not have specific short-term language goals other than passing Japanese courses with good grades, although many do have nonspecific long-term language goals which influence their active learning in speaking Japanese, but not in reading and writing. The conclusion stresses problems facing Shin Nisei students in traditional college FL classes and discusses how teachers can help improve students' motivation

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