L2 vocabulary learning motivation by Chinese EFL learners
DOI:
https://doi.org/10.36505/ExLing-2020/11/0054/000469Keywords:
L2 Motivation; Vocabulary Learning, Self-regulation; Learning StrategiesAbstract
L2 motivation has been proved by a plethora of studies to positively affect various domains of L2 learning, among which L2 vocabulary learning is relatively underexplored in the literature. This study, therefore, explores the characteristics of L2 vocabulary learning motivation by Chinese EFL learners and investigates how motivation relates to self-regulated learning strategies. The study employs a mixed-method approach with 47 Chinese EFL learners. Two instruments, the motivation questionnaire and the learning strategies questionnaire were employed, and ten participants were interviewed with regard to self-regulated vocabulary learning. The results reveal the instrumentality (i.e. promotion and prevention) of Chinese EFL learners in vocabulary learning, which is related to their learning strategies and self-regulation.
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Taguchi, T., Magid, M., Papi, M. 2009. The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, Language Identity and the L2 Self 36, 66-97.
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