Sponsor
Portland State University. Dept of Applied Linguistics
First Advisor
Lynn M. Santelmann
Date of Publication
1-1-2011
Document Type
Thesis
Degree Name
Master of Arts (M.A.) in Teaching English to Speakers of Other Languages
Department
Applied Linguistics
Language
English
Subjects
Late Learners, Self-Determination Theory, Japanese language -- Study and teaching -- English speakers, Second language acquisition, Motivation in education, Japanese language -- Pronunciation
DOI
10.15760/etd.191
Physical Description
1 online resource (vi, 85 p.) : ill.
Abstract
The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.
Rights
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Persistent Identifier
http://archives.pdx.edu/ds/psu/7073
Recommended Citation
Guinn-Collins, Shannon, "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation" (2011). Dissertations and Theses. Paper 191.
https://doi.org/10.15760/etd.191
Comments
Portland State University. Dept of Applied Linguistics