“Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study

Krüsemann, H. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2024) “Learning German is like…”: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study. Language Learning Journal. ISSN 1753-2167 doi: 10.1080/09571736.2024.2388116

Abstract/Summary

In England, motivation for language learning is low, especially for learning German at high school, with potentially negative educational and societal implications. Previous research has tended to overlook the relevance for low motivation of social factors such as negative messages in public discourse (Krüsemann, H. 2018. Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD diss., University of Reading.). This study therefore aimed to provide deeper insights through an investigation of 391 adolescent learners. They completed a questionnaire exploring not only their representations of German and the Germans (German*), their motivational beliefs about learning German, and whether they intended to continue studying it, but also how they perceived public views about German*. Whether all these factors, together with gender and socio-economic status (SES), predicted future German study intentions was also investigated. Findings showed that the negative public views highlighted by previous research were only partly mirrored in learner representations. Learners were more likely to continue German study if they believed others viewed German positively, if they had higher expectations for success, saw German as personally meaningful, and were female and of higher SES. The study thus presents new insights into motivation for learning German, providing empirical evidence for previously unsubstantiated claims of links between public discourse messages and learner motivation for German study.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/117550
Identification Number/DOI	10.1080/09571736.2024.2388116
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Taylor & Francis
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