Italian Language Learning and Student Motivation at Australian Universities

Datos Bibliográficos

ID16474698
AutoresGiuseppe D’Orazzi (0000-0002-1647-3385, The University of Melbourne, autor de correspondencia), John Hajek (0000-0003-1335-4273, The University of Melbourne)
Año2021
Volumen76
Número4
Páginas447-465
Fecha de publicación2021-10-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaItalian Studies (JOURNAL)
Identificadores de la revistaISSN: 0075-1634 • E-ISSN: 1748-6181
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00751634.2021.1923169
OpenAlexW3171290209
IdiomaEN
Citas recibidas4

Motivation in learning languages other than English has not being extensively explored. This appears to be particularly true for Italian at university level, for which few studies in the motivational literature can be found. It is particularly relevant then that, in this study, we focus on understanding the reasons why university students in Australia choose to learn Italian, and what motivates them over time once they have begun. In order to answer these questions, we collected qualitative data via two rounds of questionnaires. To facilitate our analysis, a three-level model (i.e. micro, meso, and macro) was adopted, following Gayton and the Douglas Fir Group. The levels were linked to three principal component factors with each one bringing together multiple motivational elements, which changed over time highlighting the dynamic nature of motivation for learners of Italian

Focus (optics · Intrinsic motivation · Macro · Mathematics education · Order (exchange · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology