Contradictory "Others" and the "Habitus" of Languages: Surveying the L2 Motivation Landscape in the United Kingdom
Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state-of-the-art review of UK rese...
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| Published in | The Modern language journal (Boulder, Colo.) Vol. 101; no. 3; pp. 517 - 532 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Malden
Wiley Subscription Services, Inc
01.09.2017
Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state-of-the-art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings Pnmary school; Secondary school; University and beyond; Teac parents, milieu. The evaluation of the literature reveals some striking lacunae, as well as a misfit betwee common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation-in-con text understanding of UK's language learning needs to account for the many contradictory Other influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self-Discrepancy Theory, a model which includes multifaceted Others as well as Own selves, including that of resistance/rebellion against Others. |
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| AbstractList | Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state‐of‐the‐art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings
Primary school; Secondary school; University and beyond; Teachers, parents, milieu
. The evaluation of the literature reveals some striking lacunae, as well as a misfit between common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation‐in‐context understanding of UK language learning needs to account for the many contradictory
Other
influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self‐Discrepancy Theory, a model which includes multifaceted
Others
as well as
Own
selves, including that of
resistance/rebellion
against
Others
. Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state-of-the-art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings Pnmary school; Secondary school; University and beyond; Teac parents, milieu. The evaluation of the literature reveals some striking lacunae, as well as a misfit betwee common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation-in-con text understanding of UK's language learning needs to account for the many contradictory Other influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self-Discrepancy Theory, a model which includes multifaceted Others as well as Own selves, including that of resistance/rebellion against Others. Britain's already poor record for language learning might be exacerbated by the Global English phenomenon, in that utilitarian reasons for learning languages other than English are increasingly undermined (Lanvers, 2014; Lo Bianco, 2014). This article offers a state‐of‐the‐art review of UK research on second language (L2) learning motivation and attitude. The introduction is dedicated to a review of language education policy and numerical evidence on the decline in language learning. Part I reviews UK motivational literature under the headings Primary school; Secondary school; University and beyond; Teachers, parents, milieu. The evaluation of the literature reveals some striking lacunae, as well as a misfit between common explanations of the UK's language learning crisis and the social divide between those who choose to learn languages and those who do not. A motivation‐in‐context understanding of UK language learning needs to account for the many contradictory Other influences impacting on learner motivation. Therefore, Part II presents a new motivational model, based on Higgins's Self‐Discrepancy Theory, a model which includes multifaceted Others as well as Own selves, including that of resistance/rebellion against Others. |
| Author | LANVERS, URSULA |
| Author_xml | – sequence: 1 givenname: URSULA surname: LANVERS fullname: LANVERS, URSULA |
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| Title | Contradictory "Others" and the "Habitus" of Languages: Surveying the L2 Motivation Landscape in the United Kingdom |
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