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The closer the better? Contextual and individual influences on young learners' L2 motivation

Steiner, Carina (2021). The closer the better? Contextual and individual influences on young learners' L2 motivation. In: Individual differences in early instructed foreign language learning: Exploring the role of language aptitude, general learning abilities, and affective factors. EuroSla Studies Series (pp. 143-162). Berlin: Language Science Press

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OneofthemostprominentIDvariablesresearchedalongwithforeignlanguageaptitude is L2 motivation. This chapter aims to provide insights in what constitutes L2 motivation of young learners who learn French and English as part of their mandatory curriculum. It includes two groups of primary school students from different regions in Switzerland, one living close to the French-German language border (LAPS I) and one far away (LAPS II). The effect of proximity to the French language border is of particular interest, since living close to the L2 speech community has been discussed as one of the most crucial influences on L2 motivation. Our results suggest that, while children are generally motivated to learn foreign languages at school, English is clearly favoured by both learner groups. Contrary to previous findings, our data does not corroborate a positive effect of proximity to the French language border on motivation to learn French. In turn, perceived encouragement and support given by the teacher seem to play a vital role in strengthening the learners’ motivation, while effects of parental encouragement, gender and multilingual background are comparatively low.

Item Type:

Book Section (Book Chapter)

ISBN:

978-3-96110-324-9

Series:

EuroSla Studies Series

Publisher:

Language Science Press

Language:

English

Submitter:

Carina Steiner

Date Deposited:

21 May 2025 08:21

Last Modified:

23 May 2025 00:11

PHBern DOI:

10.57694/7710

URI:

https://phrepo.phbern.ch/id/eprint/7710

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